EFFECT OF THINK-PAIR-SHARE INSTRUCTIONAL STRATEGY ON SECONDARY SCHOOL STUDENTS’ PERFORMANCE AND RETENTION IN ECONOMICS IN ABEOKUTA, OGUN STATE

EFFECT OF THINK-PAIR-SHARE INSTRUCTIONAL STRATEGY ON SECONDARY SCHOOL STUDENTS’ PERFORMANCE AND RETENTION IN ECONOMICS IN ABEOKUTA, OGUN STATE

EFFECT OF THINK-PAIR-SHARE INSTRUCTIONAL STRATEGY ON SECONDARY SCHOOL STUDENTS’ PERFORMANCE AND RETENTION IN ECONOMICS IN ABEOKUTA, OGUN STATE

 

By

LAWAL Banjo Moshood

Department of Social Sciences Education,

Faculty of Education, University of Ilorin, Ilorin, Nigeria

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HAMMAN&, Mathew Joseph

Department of Education,

Nigerian Army College of Education, Ilorin, Kwara State.

This email address is being protected from spambots. You need JavaScript enabled to view it., 08036798962.

 

 

Abstract

The study examined the effect of Think-Pair-Share instructional strategy on secondary school students’ performance and retention in Economics in Abeokuta, Ogun State. Quasi-experimental design was used to execute the study. Two public secondary schools were randomly selected for the study. Eighty-five (85) senior secondary school class two students were purposefully selected from the two randomly selected public secondary schools in the study area. The students selected from the two schools were assigned to two groups in which one class was assigned to experimental group and the other class to control group. The students in the experimental group were taught Economics using Think-Pair-Share instructional strategy for six weeks by the researcher. Data were collected through Economics Performance Test (EPT) designed by the researcher with reliability coefficients of 0.75. The data collected were analyzed using Multivariate Analysis of Covariance (MANCOVA) and Multivariate Analysis of Variance (MANOVA). The formulated hypotheses were tested at 0.05 level of significance. The study showed that there was significant effect of Think-Pair-Share instructional strategy on secondary school students’ performance and retention in Economics in Abeokuta, Ogun State as the experimental group (group taught with Think-Pair-Share) outperformed their counterparts (group taught with conventional method), and also retained instructional contents better; there was no significant difference between the performance and retention of male and female Economics students taught using Think-Pair-Share strategy; and that there was no significant interaction effect of gender and treatment on the academic performance and retention of secondary school students in Economics in Abeokuta, Ogun State. This means that Think-Pair-Share is an instructional strategy to be reckoned with if students’ academic performance and retention, especially in Economics, must be improved. It was, therefore, recommended that teachers should always try their best to make use of Think-Pair-Share instructional strategy where necessary to make their lessons more interesting and consequently improve students’ academic performance and retention.

Keywords: Think-Pair-Share, Economics Performance, Retention, and Students.

Introduction

Education is imperative for the development of any nation as it plays critical role in equipping students with requisite skills, knowledge, attributes and attitude necessary for the realization of potential, and becoming useful members of the society. To formally equip students with skills, knowledge, attributes and attitude necessary for the realization of potential, it becomes necessary that they (the students) seat under the tutelage of teachers to study some of the school subjects organized for that purpose, one of which is Economics. As a subject, Economics is concerned with the study of scarce resources management to satisfy numerous want, and it is in the light of this that Yusuf (2014) viewed it as an integral part of human life. The level of knowledge of Economics a citizen acquires and retains will determine their ability in solving economic problems and making of rational decisions concerning the society.

In recent times, performances of students in their academic pursuit had not been encouraging. Academic performance is an end product of learning and it is commonly measured by examination. This is why Abdullahi (2005) referred to it as an individual’s attainment after a course of instruction that is commonly designated by test scores. When examinations are conducted, students are expected to perform well but reverse, sometimes, seemed to be the order especially in external examinations. This assertion is evident in the trends of performance in the result released by the West African Examinations Council (WAEC) from 2016 to 2020 in which only 44.7%, 47.2%, 46.85, 50.1%, and 49.2% of the candidates that sat for Economics examination got pass at credit level. These, however, are not good enough considering the fact that social sciences students need at least credit in the subject to gain admission into a university in Nigeria.

The observed poor performance may be due to difficulties, on the part of the students, mastering the concepts and principles outlined in secondary school Economics curriculum (Adetoyinbo, 2004). If students’ cannot demonstrate, through impressive academic performance, that they have imbibed or assimilated the philosophies of Economics being introduced to by their teacher(s), there will be nothing to discuss about retention. This is premised on the fact that assimilation precedes retention. For Economics to be meaningfully learnt, the teachers must employ instructional strategies that will not only arouse students’ interest, but also give them strong feelings that they belong to the academic community in general, and the Economics class in particular. Among the instructional strategies capable of arousing students interest in learning is Think-Pair-Share. 

Think-Pair-Share (TPS) instructional strategy is a learner-centered technique that encourages individual students to involve in critical thinking and work co- operatively with other students in the process of knowledge building (Yusuf, Owede & Bello, 2018). As the name implies, Think-Pair-Share entails presenting students with questions or prompt(s) and give them time to think individually, pair them up with other students in a cooperative manner to share their views and arrive at a possible answer, and finally share their views with the larger class. This suggests that TPS is an aspect of cooperative learning strategy that make use of heterogeneous small groups of students who work together to maximize each other’s learning potentials through interests activation and active participation (Okekeokosisi  & Okigbo, 2018).

TPS instructional approach begins with the teacher giving out a prompt or asking an open ended question to which there may be diversity of correct responses. Thereafter, the learners are allowed ‘think time’ by the teacher and directs them to think about the questions and how it can be answered. During the time allowed to think, learners turn to their partners and work cooperatively by sharing ideas, discussing, clarifying and challenging one another towards arriving at a reasonable answer to be finally shared with the entire class. In a classroom setting where Think-Pair-Share instructional strategy in employed, both the social and cognitive dimensions of students’ learning are usually nourished thereby necessitating discoveries and new knowledge necessary for improved academic performance and retention (Yusuf, Owede & Bello, 2018). TPS is capable of assisting learners to develop deep knowledge of the subject matter, and internal desire to be competent.

Studies exist on the beneficial effect of Think-Pair-Share instructional strategy on students’ academic performance and retention. For example, Adekunle (2015) and Nwaubani, Ogbuegbu, Adeniyi and Eze (2016) in their independent studies reported significant differences in the academic performance of students exposed to think-pair-share instructional strategy and those taught using conventional method in favour of the group exposed to think-pair-share instructional strategy. In another study, Okekeokosisi and Okigbo (2018) examined the effects of think-pair-share instructional strategy and gender on secondary school students’ performance in computer studies and found significant difference in the performance scores of students taught with think-pair-share instructional approach and those taught using conventional approach in favour of experimental group. Similarly, Yusuf, Owede and Bello (2018) explored the effect of Think-Pair-Share instructional strategy on students’ performance in Civic Education in Bayelsa, Nigeria and found among others that students taught using Think-Pair-Share instructional strategy performed better than those exposed to placebo.

In the quest for instructional strategies that will improve students’ academic performance and retention, there is need to put certain students characteristics into consideration, among which is gender. As indicated in existing literature, gender is a strong determinant of human aspiration and conduct in social setting, and a moderator of students’ academic performance (Bamiro, 2015; Okekeokosisi & Okigbo, 2018). This suggests that gender is capable of influencing or interacting with instructional strategies to affect their academic performance and retention. Empirically, Yakubu (2016) reported that there was no significant difference in the mean performance and retention scores of male and female students in Mensuration exposed to Jigsaw II, which belongs to the class of cooperative instructional strategies as TPS. Also, Yusuf, Owede and Bello (2018) observed that gender does not influence the effect of treatments on secondary school students’ performance in Civic Education. However, Eze and Obiekwe (2017) examined the effect of think-pair-share instructional strategy on students’ performance in chemistry and found was significant difference in the mean performance scores of male and female students exposed to TPS instructional strategy. Furthermore, Okekeokosisi and Okigbo (2018) examined the effects of think-pair-share instructional strategy and gender on secondary school students’ performance in computer studies and found that gender significantly interacted with teaching methods to affect the mean performance of students in computer studies.

Based on the reviewed literature, there seems to be scanty research on the effect of Think-Pair-Share instructional strategy on students’ performance and retention in Economics, as the existing studies concentrated only on academic performance. Similarly, the existing studies were conducted outside, Abeokuta, Ogun State, which is the locale of the current study. It is on this basis that this researcher is motivated to embark on this study with a bit to filling the observed research gap and arrest the poor academic performance of students observed in Economics. The study will also serve as a means of validating the existing report on the influence of gender on treatment, and the interaction effect of gender and treatment on students’ performance which seems to be inconclusive.

Purpose of the Study

The main purpose of the study was to examine the effect of Think-Pair-Share instructional strategy on secondary school students’ performance and retention in Economics in Abeokuta, Ogun State. The study specifically examined the:

1. effect of Think-Pair-Share instructional strategy on secondary school students’ performance and retention in Economics in Abeokuta, Ogun State;
2. difference in the performance and retention of male and female Economics students taught using Think-Pair-Share strategy; and
3. interaction effects of gender and treatment on the academic performance and retention of secondary school students in Economics in Abeokuta, Ogun State.

Research Hypotheses

The following hypotheses were testes in the course of the study.

1. There is no significant effect of Think-Pair-Share instructional strategy on secondary school students’ performance and retention in Economics in Abeokuta, Ogun State.
2. There is no significant difference between the performance and retention of male and female Economics students taught using Think-Pair-Share strategy.
3. There is no significant interaction effect of gender and treatment on the academic performance and retention of secondary school students in Economics in Abeokuta, Ogun State.

Methodology

Pre-test and post-tests quasi-experimental design was employed in executing the study. The design is a non- equivalent control group design that does not require random assignment of subjects into groups, a quality that controls researcher’s selection bias. In this design, two (2) intact classes were involved in the study in which one class was assigned to experimental group (41 students) and the other class was assign to control group (44 students). Before the commencement treatment, both groups took a pre-test in order to establish whether the entry level of the subjects in both groups significantly differs or not. After the pre-test, the experimental group was taught Economics using Thinh-Pair-Share instructional strategy while the control group was given placebo. The treatment which lasted for six weeks was implemented by the researcher. A week after the last session of the treatment, post-test was administered to the two groups to measure their level of academic performance as a means of determining the effectiveness of the treatment. Two weeks after the post-test, a retention test was administered on both groups to measure the amount of the learnt Economics contents each group could retain. The allowed interval between the post-test and retention test was based on Sambo (2008)’s recommendation that minimum of two weeks must be allowed between two tests before retention can be ascertained.   

The population for the study was all Senior Secondary school class two students in Abeokuta, Ogun State while the sample was 85 Senior Secondary School Class 2 students selected from two public schools using simple random sampling approach, while purposive sampling was used to select 85 students from two intact classes (41 from the first school and 44 from the second school). The choice of purposive sampling premised on the fact that it would be unjust to separate a class into different groups in which one will take part in a beneficial training and the other will not. Purposive sampling gives all the students in the class equal opportunity of being introduced to TPS instruction strategy. The instrument for the study was a self-designed test titled “Economics Performance Test (EPT). It was made up of 50 multiple-choice items drawn from four topics (Market Structure, Industrialisation, Agriculture, and Theory of Demand and Supply) based on current SS 2 Economics curriculum. The instrument was validated by Economics teachers and Test and Measurement experts. The reliability of the test was also ascertained using split half method in which the test was administered once to 30 students in 2 schools that were not part of the study. The reliability coefficient of the test stood at 0.75. Multivariate Analysis of Covariance (MANCOVA) and Multivariate Analysis of Variance (MANOVA) were used for data analysis. The formulated hypotheses were tested at 0.05 level of significance.

Results

H₀₁: There is no significant effect of Think-Pair-Share instructional strategy on secondary school students’ performance and retention in Economics in Abeokuta, Ogun State.

Table 1: Multivariate Analysis Showing the Effect of Think-Pair-Share Instructional Strategy on Secondary School Students’ Performance and Retention in Economics in Abeokuta, Ogun State

Effect		Value	F	Hypothesis df	Error df	Sig.	Partial Eta Squared
Intercept	Pillai's Trace	.718	103.372b	2.000	81.000	.000	.718
	Wilks' Lambda	.282	103.372b	2.000	81.000	.000	.718
	Hotelling's Trace	2.552	103.372b	2.000	81.000	.000	.718
	Roy's Largest Root	2.552	103.372b	2.000	81.000	.000	.718
Pre-test	Pillai's Trace	.344	21.261b	2.000	81.000	.000	.344
	Wilks' Lambda	.656	21.261b	2.000	81.000	.000	.344
	Hotelling's Trace	.525	21.261b	2.000	81.000	.000	.344
	Roy's Largest Root	.525	21.261b	2.000	81.000	.000	.344
Groups	Pillai's Trace	.662	79.238b	2.000	81.000	.000	.662
	Wilks' Lambda	.338	79.238b	2.000	81.000	.000	.662
	Hotelling's Trace	1.956	79.238b	2.000	81.000	.000	.662
	Roy's Largest Root	1.956	79.238b	2.000	81.000	.000	.662
a. Design: Intercept + Pre-test + Groups
b. Exact statistic

 

Results in Table 1 shows that there was significant effect of Think-Pair-Share instructional strategy on secondary school students’ performance and retention in Economics in Abeokuta, Ogun State. This is evident in the calculated F(2, 81) = 79.238, p < .05, Wilks' Λ = .338, and partial η² = .662. Partial η² of .662 means that the instructional strategies considered in the study accounted for 66.2% of the variations observed in the posttest score of the students. Results in Table 2 further show the independent effect of Think-Pair-Share instructional strategy on secondary school students’ performance and retention in Economics as seen in the test of between subject effects. 

Table 2: Test of Between Subject Effect of Think-Pair-Share Instructional Strategy on Secondary School Students’ Performance and Retention in Economics

Source	Dependent Variable	Type III Sum of Squares	df	Mean Square	F	Sig.	Partial Eta Squared
Corrected Model	Performance	3676.886a	2	1838.443	80.758	.000	.663
	Retention	2199.314b	2	1099.657	39.224	.000	.489
Intercept	Performance	2459.555	1	2459.555	108.042	.000	.569
	Retention	4223.605	1	4223.605	150.654	.000	.648
Pre-test	Performance	967.438	1	967.438	42.497	.000	.341
	Retention	147.425	1	147.425	5.259	.024	.060
Groups	Performance	2799.441	1	2799.441	122.972	.000	.600
	Retention	2081.414	1	2081.414	74.243	.000	.475
Error	Performance	1866.714	82	22.765
	Retention	2298.874	82	28.035
Total	Performance	293459.000	85
	Retention	269046.000	85
Corrected Total	Performance	5543.600	84
	Retention	4498.188	84
a. R Squared = .663 (Adjusted R Squared = .655)
b. R Squared = .489 (Adjusted R Squared = .476)

Result in Table 2 shows that there is significant effect of Think-Pair-Share instructional strategy on secondary school students’ performance and retention in Economics in Abeokuta, Ogun State. This is evident with the calculated F_(1,85)-value of 122.972; p-value of .000; and partial η² of .600  for performance in Economics, and calculated F_(1,85)-value of 74.243; p-value of .000; and partial η² of .475  for retention in Economics. The partial η² of .600 for performance and .475 for retention means that the instructional strategies considered in the study accounted for 60% and 47.5% of the variations observed in the performance and retention score of the students. Since the p-values for performance and retention are greater than .05 level of significance, the null hypothesis is not accepted. This means that there is significant effect of Think-Pair-Share instructional strategy on secondary school students’ performance and retention in Economics in Abeokuta, Ogun State. To ascertain the strategy with the highest effect, descriptive analysis of the scores obtained from the two groups was performed. The result is reported Table 3.

Table 3: Descriptive analysis of the Difference in the Academic Performance and Retention of Students Taught Using Think-Pair-Share Instructional Strategy and those Taught Using the Conventional Instructional Strategy

Groups	No.	Mean	Standard Deviation
Performance
Experimental (Think-Pair-Share)	41	64.05	6.02
Controlled (Conventional)	44	52.75	5.61
Retention
Experimental (Think-Pair-Share)	41	60.87	5.59
Controlled (Conventional)	44	51.05	6.5.27

            Results in Table 3 show that the average mean score of the experimental group is greater than that of the control group for both performance and retention in Economics. This means that the experimental group (group taught with Think-Pair-Share) outperformed their counterparts (group taught with conventional method), and also retained instructional contents better.

H₀₂: There is no significant difference between the performance and retention of male and female Economics students taught using Think-Pair-Share strategy.

Table 4: Multivariate Analysis Showing the Difference Between the Performance and Retention of Male and Female Economics Students Taught Using Think-Pair-Share Strategy

Effect		Value	F	Hypothesis df	Error df	Sig.	Partial Eta Squared
Intercept	Pillai's Trace	.986	2929.626b	2.000	38.000	.000	.986
	Wilks' Lambda	.014	2929.626b	2.000	38.000	.000	.986
	Hotelling's Trace	71.454	2929.626b	2.000	38.000	.000	.986
	Roy's Largest Root	71.454	2929.626b	2.000	38.000	.000	.986
Gender	Pillai's Trace	.060	2.600b	2.000	38.000	.080	.060
	Wilks' Lambda	.940	2.600b	2.000	38.000	.080	.060
	Hotelling's Trace	.063	2.600b	2.000	38.000	.080	.060
	Roy's Largest Root	.063	2.600b	2.000	38.000	.080	.060
a. Design: Intercept + Gender
b. Exact statistic

Result in Table 4 shows that there was no significant difference between the performance and retention of male and female Economics students taught using Think-Pair-Share strategy. This is evident in the calculated F(2, 38) = 2.600^b, p = .080, Wilks' Λ = .940, and partial η² = .060. Partial η² of .060 means that gender accounted for only 6% of the variation observed in the performance and retention score of the students taught using think-pair-share, and the observed variation was not significant as the calculated p-value of 0.08 is greater than 0.05 level of significance.

H₀₃: There is no significant interaction effect of gender and treatment on the academic performance of secondary school students in Economics in Abeokuta, Ogun State.

Table 5: Multivariate Analysis Showing the Interaction Effect of Gender and Treatment on the Academic Performance and Retention of Secondary School Students in Economics in Abeokuta, Ogun State

Effect		Value	F	Hypothesis df	Error df	Sig.	Partial Eta Squared
Intercept	Pillai's Trace	.993	5660.549b	2.000	80.000	.000	.993
	Wilks' Lambda	.007	5660.549b	2.000	80.000	.000	.993
	Hotelling's Trace	141.514	5660.549b	2.000	80.000	.000	.993
	Roy's Largest Root	141.514	5660.549b	2.000	80.000	.000	.993
Gender	Pillai's Trace	.002	.063b	2.000	80.000	.939	.002
	Wilks' Lambda	.998	.063b	2.000	80.000	.939	.002
	Hotelling's Trace	.002	.063b	2.000	80.000	.939	.002
	Roy's Largest Root	.002	.063b	2.000	80.000	.939	.002
Groups	Pillai's Trace	.546	48.089b	2.000	80.000	.000	.546
	Wilks' Lambda	.454	48.089b	2.000	80.000	.000	.546
	Hotelling's Trace	1.202	48.089b	2.000	80.000	.000	.546
	Roy's Largest Root	1.202	48.089b	2.000	80.000	.000	.546
Gender * Groups	Pillai's Trace	.016	.638b	2.000	80.000	.531	.016
	Wilks' Lambda	.984	.638b	2.000	80.000	.531	.016
	Hotelling's Trace	.016	.638b	2.000	80.000	.531	.016
	Roy's Largest Root	.016	.638b	2.000	80.000	.531	.016
a. Design: Intercept + Gender + Groups + Gender * Groups
b. Exact statistic

Result in Table 5 shows that there was no significant interaction effect of gender and treatment on the academic performance and retention of secondary school students in Economics in Abeokuta, Ogun State. This is evident in the calculated F(2, 80) = .638^b, p = .531, Wilks' Λ = .984, and partial η² = .016. Partial η² of .016 means that gender and treatment jointly accounted for only 1.6% of the variation observed in the performance and retention score of the students taught using think-pair-share, and the observed variation was not significant as the calculated p-value of .531 is greater than 0.05 level of significance. Results in Table 6 further show the independent interaction effect of treatment and gender on students’ performance and retention in Economics as seen in the test of between subject effects. 

Table 6: Independent Interaction Effect of Treatment and Gender on Students’ Performance and Retention in Economics

Source	Dependent Variable	Type III Sum of Squares	df	Mean Square	F	Sig.	Partial Eta Squared
Corrected Model	Performance	2750.569a	3	916.856	26.590	.000	.496
	Retention	2053.598b	3	684.533	22.682	.000	.457
Intercept	Performance	256821.061	1	256821.061	7448.004	.000	.989
	Retention	237618.161	1	237618.161	7873.331	.000	.990
Gender	Performance	1.056	1	1.056	.031	.862	.000
	Retention	1.670	1	1.670	.055	.815	.001
Groups	Performance	2425.518	1	2425.518	70.342	.000	.465
	Retention	1799.338	1	1799.338	59.620	.000	.424
Gender * Groups	Performance	38.995	1	38.995	1.131	.291	.014
	Retention	.012	1	.012	.000	.984	.000
Error	Performance	2793.031	81	34.482
	Retention	2444.591	81	30.180
Total	Performance	293459.000	85
	Retention	269046.000	85
Corrected Total	Performance	5543.600	84
	Retention	4498.188	84
a. R Squared = .496 (Adjusted R Squared = .478)
b. R Squared = .457 (Adjusted R Squared = .436)

 

Result in Table 6 shows that there is no significant interaction effect of gender and treatment on the academic performance and retention of secondary school students in Economics in Abeokuta, Ogun State. This is evident with the calculated F_(1,85)-value of 1.131; p-value of .291; and partial η² of .014  for performance in Economics, and calculated F_(1,85)-value of .000; p-value of .984; and partial η² of .000  for retention in Economics. Since the p-values for performance and retention are greater than 0.05 level of significance, the null hypothesis is not accepted. This means that there is no significant interaction effect of gender and treatment on the academic performance and retention of secondary school students in Economics in Abeokuta, Ogun State.

 

 

Discussion

This study examined the effect of think-pair-share instructional strategy on secondary school students’ performance and retention in Economics in Abeokuta, Ogun State. The finding of the study revealed that there was significant effect of think-pair-share instructional strategy on secondary school students’ performance and retention in Economics in Abeokuta, Ogun State. This means that the experimental group (group taught with think-pair-share) outperformed their counterparts (group taught with conventional method), and also retained instructional contents better. This revelation is an indication that think-pair-share is effective in the teaching and learning of Economics for improved academic performance and retention. The result of this study supported the work of Eze and Obiekwe (2017) who found significant difference in the performance scores of students taught with think-pair-share instructional approach and those taught using conventional approach in favour of experimental group. The result also corroborates that of Yusuf, Owede and Bello (2018) who reported that students taught using think-pair-share instructional strategy performed better than those exposed to placebo.

The result of this study also revealed that there was no significant difference between the performance and retention of male and female Economics students taught using think-pair-share strategy. This means that the academic performance and retention of students’ taught Economics using think-pair-share was independent of gender. This is a revelation that gender goes not affect the performance of students exposed to TPS instructional strategy. This result is in line with that of Yakubu (2016) who found that there was no significant difference in the mean performance and retention scores of male and female students in Mensuration exposed to Jigsaw II, which belongs to the class of cooperative instructional strategies as TPS. However, Eze and Obiekwe (2017) found that there was significant difference in the mean performance scores of male and female students exposed to TPS instructional strategy. The differences observed in the result of this study and that of Eze and Obiekwe (2017) might be due to variation in the choice of academic subject examined, as Eze and Obiekwe (2017) examined students’ performance in Chemistry, while the current study examined performance and retention in Economics.

The result of this study further showed that there was no significant interaction effect of gender and treatment on the academic performance and retention of secondary school students in Economics in Abeokuta, Ogun State. This means that gender does not interact with treatment offered to the students in the quest for improved academic performance and retention in Economics.  This result corroborates that of Okekeokosisi and Okigbo (2018) who found that gender significantly interacted with teaching methods to affect the mean performance of students in computer studies.

Conclusion

Based on the findings of this study it was concluded that think-pair-share is an instructional strategy to be reckoned with if students’ academic performance and retention, especially in Economics, must be improved. This is premised on the observed significant effect of think-pair-share instructional strategy over the conventional method of instruction in improving students’ performance and retention; as the experimental group (group taught with think-pair-share) outperformed their counterparts (group taught with conventional strategy). The study also concludes that there gender does not determine the academic performance and retention of senior secondary school students in Economics in Abeokuta, Ogun State when Think-Pair-Share strategy is used as the medium of instruction.

Recommendations

Based on the finding of this study, the following recommendations were made.

1. Since Think-Pair-Share instructional strategy was found to have significant effects on students’ academic performance and retention, teachers should always try their best to make use of the instructional strategy where necessary to make their lessons more interesting and consequently improve students’ academic performance and retention.
2. Economics educators, professional associations in Economics as well as textbook developers should incorporate Think-Pair-Share instructional strategy procedures in their future publications for enhanced students’ academic performance and retention.

 

 

References

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Nwabani, O.O., Ogbuegbu, S.N., Adeniyi, K.D. &Eze, D.M. (2016). Effect of think-pair- share instructional strategies on senior secondary school students’ achievement in economics. Australian Journal of Basic and Applied Science. 10(3), 1-9.

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Sambo, A. A. (2008). Statistical Principles for research in education and social sciences.          Zaria: Asekome Publishers.

Yakubu, L. (2016). Impacts of jigsaw ii co-operative learning strategy on academic performance and retention in mensuration among senior secondary school students in Kano State, Nigeria. M.Ed. Dissertation, Ahmadu Bello University, Zaria.

Yusuf, A., Owede, V. C. & Bello, M. B. (2018). Effect of Think-Pair-Share Instructional Strategy on Students’ Achievement in Civic Education in Bayelsa, Nigeria. Anatolian Journal of Education, 3(2), 47-62.

Yusuf, S. A. (2014). Informal Sector and Employment Generation in Nigeria. Online at http://mpra.ub.uni-muenchen.de/55538/.

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