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

Abstract

The study looked at the effects of peer tutoring and think-pair-share instructional strategies on students' academic performance in Chemistry. Also it compared the efficacy of peer tutoring and think-pair-share strategies on improving students' attitudes toward Chemistry. These were done in order to highlight which teaching strategies can improve students' academic performance in Chemistry. A non-equivalent pre-test, post-test control group experimental research design was used in this work. All public senior secondary class one (SS 1) science students in Osogbo were included in the study. Olorunda Local Government was chosen using a basic random selection procedure out of the two local government areas in Osogbo. Three senior secondary schools in the Local Government Area were chosen, and one intact class from each of the schools was chosen using a simple random sample procedure. A total of 113 participants were included in the study (38, 37 and 38 from each of the three schools). Using a simple random sampling technique, the schools were divided into three groups (Peer Tutoring, Think-Pair-Share, and Teacher Expository). The data for the study was collected using two instruments: Chemistry Achievement Test (CAT) and the Questionnaire on Attitudes of Students towards Chemistry (QASTC). Analysis of Covariance(ANCOVA) was used to examine the data collected . The results revealed that students exposed to peer tutoring, think-pair-share instructional strategies and those exposed to instructor expository teaching strategies performed notably different (F= 28.970; p< 0.05). The findings also revealed that when students were exposed to peer tutoring and think-pair-share, there was no significant difference in their attitudes about Chemistry(F= 2.865; p> 0.05). The Think-Pair-Share Teaching Strategy (TPSTS) had the greatest impact on student academic achievement when compared to the Peer Tutoring Teaching Strategy (PTTS) and the Teacher Expository Teaching Strategy (TETS). When compared to PTTS, students exposed to TPSTS exhibited a mean difference of 1.8904 and a mean difference of 4.1287 when compared to TETS. According to the findings, think-pair-share was a better teaching approach for enhancing students' academic performance in Chemistry than peer tutoring and teacher expository teaching strategies.