THINK-PAIR-SHARE AND PUPILS ACADEMIC PERFORMANCE IN SOCIAL STUDIES AMONG PRIMARY SCHOOL PUPILS IN EPE DIVISION, LAGOS STATE
Abstract
The subject of social studies encourages educators to try out various strategies to meet the learning goals. This research examined how the think-pair-share method impacts the academic results of primary school students studying social studies in the Epe division of Lagos state. The investigation evaluated the effects of the Think-Pair-Share teaching approach and gender differences on the academic performance of primary school students in Epe Educational District, Lagos state, Nigeria. Two hypotheses were evaluated at a significance level of 0.05 in the study. A quasi-experimental design was used, which included one experimental group and one control group, employing pre-tests, interventions, and post-tests. The population for the study included all primary five students in the Epe division of Lagos state. The sample consisted of sixty-seven (67) students from two intact classes of primary five at Ansar-ud-deen Primary School, Odo-Egiri, Epe, Lagos state, and at Baptist Nursery and Primary School, Ibonwon, Epe, Lagos state. The choosing of the two schools was carried out using stratified sampling techniques. The study utilized three tools: the Think-Pair-Share Training Package (TPSTP), the Conventional Method Training Package (CMTP), and the Social Studies Achievement Test (SSAT) with a reliability coefficient of r = .74. The study was conducted over six weeks. The data that were gathered were analyzed using ANCOVA. The analysis results indicated that the treatment did not have significant impact on student's academic performance, while gender had a significant effect. In light of these findings, it is suggested that social studies teachers implement a mix of teaching strategies and provide equal participation opportunities for both genders to enhance achievement among male and female students.
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