Effect of the Think-Pair-Share Strategy on Senior Secondary School Students’ Achievement in Biology

Abstract

This study investigated the effect of the Think-Pair-Share (TPS) strategy on senior secondary
school students’ achievement in Biology, and examined whether the effect was moderated by
gender. Drawing on a larger factorial intervention in public secondary schools in Ibadan South
West Local Government Area, Oyo State, a quasi-experimental pre-test post-test non-equivalent
control group design was used. Intact SS2 classes were assigned to a Think-Pair-Share condition
(n = 85) and a conventional lecture condition (n = 42), and both groups were taught the topic of
Ecology over a six-week period. Achievement was measured with a 40-item Biology Achievement
Test (BAT) constructed from past senior school certificate examination items, with reliability
established using the Kuder-Richardson 20 formula. Data were analysed using analysis of
covariance (ANCOVA), with pre-test scores as the covariate. The Think-Pair-Share group
attained a higher post-test mean (M = 66.50) than the conventional group (M = 55.40), and the
difference was statistically significant when prior achievement was controlled. Neither the main
effect of gender nor the strategy by gender interaction reached significance. The results indicate
that Think-Pair-Share is an effective and gender-equitable strategy for improving achievement in
senior secondary Biology, particularly when its think, pair and share phases are structured to
manage cognitive load. Implications for teaching, teacher development and curriculum policy are
discussed