Determination of Relative Effectiveness of Peer Tutoring and Think-Pair-Share Strategies in Improving Senior Secondary School Students’ Academic Performance in Chemistry in Osogbo

The researchers looked at the impact of peer tutoring and think-pair-share instructional tactics on students’ Chemistry grades. It also looked at how effective peer tutoring and think-pair-share tactics were at improving students’ attitudes toward Chemistry. These were done in order to show which instructional tactics can help students improve their Chemistry grades. This study employed a non-equivalent pre-test, post-test control group experimental research design. The study comprised all public senior secondary class one (SS 1) science students in Osogbo. Out of the two local government areas in Osogbo, Olorunda Local Government was chosen using a basic random selection technique. A simple random sample approach was used to select one intact class from each of the three senior high schools in the Local Government Area. The study involved a total of 113 participants (38, 37 and 38 from each of the three schools). The schools were separated into three groups using a basic random sampling procedure (Peer Tutoring, Think-Pair-Share, and Teacher Expository). Two instruments were used to collect data for the study: the Chemistry Achievement Test (CAT) and the Questionnaire on Student Attitudes toward Chemistry (QASTC). The data was examined using the analysis of covariance (ANCOVA). Students exposed to peer tutoring, think-pair-share instructional tactics, and instructor expository teaching strategies performed significantly differently (F= 28.970; p 0.05), according to the findings. There was no significant variation in students’ views about Chemistry when they were exposed to peer tutoring and think-pair-share (F= 2.865; p> 0.05), according to the findings. When compared to the Peer Tutoring Teaching Strategy (PTTS) and the Teacher Expository Teaching Strategy, the Think-Pair-Share Teaching Strategy (TPSTS) had the best influence on student academic attainment (TETS). Students exposed to TPSTS had a mean difference of 1.8904 when compared to PTTS and a mean difference of 4.1287 when compared to TETS. According to the data, think-pair-share was a better teaching technique than peer tutoring and teacher expository teaching strategies for improving students’ academic performance in Chemistry.

Author(S) Details

Muhideen Abiodun Oloyede
Department of Science and Technology Education, Obafemi Awolowo University, Ile Ife, Nigeria.

Emmanuel Folorunso Bamidele
Department of Science and Technology Education, Obafemi Awolowo University, Ile Ife, Nigeria.

Popoola Oluwasegun Oladipupo
Department of Science and Technology Education, Obafemi Awolowo University, Ile Ife, Nigeria.

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