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Effect of Think-Pair-Share Strategy on Senior Secondary School Students’ Performance in Reading Comprehension in Gombe State, Nigeria
Abstract:
This study investigates the effect of the Think-Pair-Share (TPS) strategy on senior secondary school students' performance in reading comprehension in Gombe State, Nigeria. Reading comprehension is a fundamental skill necessary for academic success and overall cognitive development. However, many students in Nigeria, including those in Gombe State, struggle with this skill, leading to suboptimal academic performance.
The TPS strategy is an instructional approach that encourages collaborative learning and active student participation. It involves three stages: thinking individually about a topic or question, discussing thoughts with a partner, and sharing ideas with the whole class. This strategy promotes critical thinking, communication, and peer interaction, which are essential components of effective reading comprehension.
The study employed a quasi-experimental research design, with a pretest-posttest control group. Two intact classes of senior secondary school students were selected as the experimental and control groups. The experimental group received instruction using the TPS strategy, while the control group received traditional instruction. A reading comprehension test was administered to both groups before and after the intervention to assess their performance.
The findings revealed that students who received instruction using the TPS strategy demonstrated significantly higher scores in reading comprehension compared to those in the control group. The TPS strategy facilitated active engagement, peer interaction, and critical thinking, which positively influenced students' understanding and interpretation of reading materials. Moreover, students exhibited increased confidence, motivation, and participation in the learning process.
These findings have significant implications for educational practitioners, policymakers, and curriculum developers in Gombe State, Nigeria. The integration of the TPS strategy in reading comprehension instruction can enhance students' academic performance and foster a positive learning environment. Teachers should be trained and encouraged to incorporate collaborative and interactive strategies like TPS into their pedagogical practices to promote effective reading comprehension skills among students.
Keywords: Think-Pair-Share strategy, reading comprehension, senior secondary school students, collaborative learning, Nigeria.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
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