Effect of Think- Pair –share-Instructional Strategy and Retention on Students’ Achievement in Senior Secondary School Chemistry

This study focused on Effect of Think- Pair –Share-Instructional Strategy for retention on Students’ Performance in Senior Secondary school Chemistry. The specifically Examine the difference in the mean performance scores of students taught Chemistry using think - pair-share experimental method in pre-test and posttest, investigate the difference in the mean performance scores of students taught Chemistry using think - pair-share experimental and conventional methods, determine the difference in the mean performance scores of male and female students taught Chemistry using think - pair-share experimental method, examine the difference in the retentive ability of students taught using think - pair-share experimental method and those taught using conventional method. Four research questions and four hypothesis were formulated to guide the study. Several works of literatures were reviewed in the study on the following areas: Concept of organic Chemistry, Think pair strategy, academic achievement, gender and retention. Constructivist Theory was implore and various related Studies were also used for the study. The study adopted a Quasi-experimental design of pre-test and post-test control group. The population of the study comprised all the senior secondary Schools Chemistry students in Ikere Local Government Area of Ekiti State Nigeria; from which 68 students were used for the study. Simple random sampling technique was used to select three Secondary Schools in the state that was used for the study. Instrument used for Data collection was Chemistry Achievement Test. The bio data of the respondents were analyzed using the frequency and percentage while the research questions were analyzed using the mean and standard deviation and null hypotheses were analyzed using the T-test statistics and (ANOVA). The result showed that homogeneity among the groups of students taught using think-pair-share learning strategy and conventional methods of teaching at the pre-test stage. It was revealed that during the post-test stage, the performance of students taught using think-pair-share learning strategy method was higher than those taught using conventional method. Also, the study revealed that the performance of female students taught using think-pair-share learning strategy method was higher than those of the male students equally taught using think-pair-share learning strategy method while it was held that students in experimental group had higher retentive ability than those in conventional group in Chemistry. It was recommended that Think-pair-share learning strategy teaching method should be incorporated into the teaching of Chemistry at the secondary school level since it stimulate students to effectively learn and retain the concepts presented to them. Teachers should ensure they plan their lessons with equal learning chances for both male and female students for effective delivery in secondary schools in Ekiti State.