RELATIVE EFFECTIVENESS OF PEER TUTORING AND THINK-PAIR-SHARE STRATEGIES IN IMPROVING SENIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN CHEMISTRY IN OSOGBO
MUHIDEEN ABIODUN OLOYEDE
Department of Science and Technology Education, Obafemi Awolowo University, Ile Ife, Nigeria.
EMMANUEL FOLORUNSO BAMIDELE *
Department of Science and Technology Education, Obafemi Awolowo University, Ile Ife, Nigeria.
POPOOLA OLUWASEGUN OLADIPUPO
Department of Science and Technology Education, Obafemi Awolowo University, Ile Ife, Nigeria.
*Author to whom correspondence should be addressed.
Abstract
The study examined the effects of peer tutoring and think-pair-share instructional strategies in improving students’ academic performance in Chemistry. It also compared the effects of peer tutoring and think-pair-share strategies in improving students’ attitude towards Chemistry. These were with a view to highlighting which of the teaching strategies that can improve students’ academic performance in Chemistry. The study adopted a non-equivalent pre-test, post-test control group experimental research design. The population for the study consisted of all public senior secondary class one (SS 1) science students in Osogbo. Out of the two local government areas in Osogbo, Olorunda Local Government was selected using simple random sampling technique. Three senior secondary schools were selected in the Local Government Area and one intact class was selected from each of the schools using simple random sampling technique. The total sample size was 113 (38, 37 and 38 from each of the three schools). The schools were randomly assigned to three groups (Peer Tutoring, Think-Pair-Share and Teacher Expository) using simple random sampling technique. Two instruments, the Chemistry Achievement Test (CAT) and Questionnaire on Attitudes of Students towards Chemistry (QASTC) were used to collect data for the study. Data collected were analysed using Analysis of Covariance (ANCOVA).The results showed that, there was a significant difference in the performance of students exposed to peer tutoring, think-pair-share instructional strategies and those exposed to teacher expository teaching strategy (F= 28.970; p< 0.05). The results also indicated that, there was no significant difference in the attitude of students towards Chemistry when exposed to peer tutoring and think-pair-share (F= 2.865; p> 0.05). The Think-Pair-Share Teaching Strategy (TPSTS) had best significant effect on student academic performance than Peer Tutoring Teaching Strategy (PTTS) and Teacher Expository Teaching Strategy (TETS). Students exposed to TPSTS had a mean difference of 1.8904 when compared with PTTS and 4.1287 mean difference when compared with TETS. The study concluded that think-pair-share was a better teaching strategy in improving students’ academic performance in Chemistry than peer tutoring teaching strategy and the teacher expository teaching strategy respectively.
Keywords: Achievement, think pair –share, peer tutoring, expository.
How to Cite
Downloads
References
Festus C, Ekpete OA. Improving students’ performance and attitude towards chemistry through problem-based-solving techniques (PBST). International Journal of Academic Research in Progressive Education and Development; 2012.Okoro SUC. Attaining the MDGs through Effective STAN education delivery. STAN 54th Annual conference proceedings. 2013;108-118.
Eke GE. Regulatory mechanism for sound chemicals management. A paper presented at the 1st mandatory training workshop of ICCON in Lagos, Nigeria; 2008.
Osokoya MM. Modern trends in the teaching of secondary schools’ chemistry. In ayodele; S. O (Ed) teaching strategies for Nigeria secondary school; 2002.
Kempa R, Aminah A. Interactions in group work in science; International Journal of Science Education. 1991;13(93):341-354.
Australian Curriculum, Assessment and Reporting Authority (ACARA). Australian Curriculum: Science (F-10); 2011.
Available:http://www.australiancurriculum.edu.au/Science/Curriculum/F-10%3E
Jones S, Yates B, Kelder JA. Science: Learning and teaching academic standards statement, Australian Learning and Teaching Council, Strawberry Hills (NSW); 2011.
Available:http://www.altc.edu.au/standards/disciplines/science%3E.
Lim KF. Threshold learning outcomes. Chem. Aust. 2013;35.
Aremu OA, Sokan BO. A multi-causal evaluation of academic performance of Nigerian learners: Issues and implications for national development. Department of Guidance and Counselling, University of Ibadan, Ibadan; 2003.
Morakinyo. Federal Republic of Nigeria National Policy on Education. (Revised Edition). Lagos: Federal Ministry of Education. 2004., Relative efficacy of systematic desensitization, self-statement monitoring and flooding on subjects test anxiety. Unpublished Phd. Thesis. University of Ibadan; 2003.
Jegede SA. Student’s anxiety towards the learning of chemistry in some Nigerian secondary schools. Educational Research and Review. 2007;2(7):193-197.
Available:http://www.academicjournals.org/ERR.2011.2.10
Wood WB, Gentile JM. Teaching in a research context. Science. 2003;302:1510.
Irinoye J. Effects of heuristic, associate creativity and community contact instructional techniques on secondary school students’ learning outcomes in chemistry in Osun State. Unpublished Ph.D thesis, Department of Science and Technology Education, Obafemi Awolowo University, Ile – Ife, Osun state, Nigeria; 2016.
Bamidele EF, Adetunji AA, Awodele BA, Irinoye J. Attitudes of Nigerian secondary school chemistry students towards concept mapping strategies in learning the mole concept. Department of Special Education and Curriculum Studies, Faculty of Education, Obafemi Awolowo University, Ile-Ife. Academic Journal of Interdisciplinary Studies; 2013.
Buseri JC, Dorgu TE. The relevance of instructional materials for effective Curriculum delivery Nigeria. Journal of issues in professional Teacher Education (JTIPTE). 2011;2(2):9.
Ameh PO, Dantani YS. Effects of lecture and demonstration methods on the academic achievement of students in chemistry in Nassarawa Local Government Area of Kano State. International Journal of Modern Social Sciences. 2012;1(1):29-37.
Nbina JB, Obomamu BJ. Assessment of the effects of problem-solving instructional strategies on students’ achievement and retention in chemistry with respect to location in Rivers State. World Journal of Education. Published from Science Education Press. 2011;1(2).
Available:http://dx.doi.org/10.5430/wje.vln2p74
Oludipe D, Awokoya JO. Effects of cooperatives learning teaching strategy on the reduction of students’ anxiety for learning chemistry. Journal of Turkish science education; 2010.
Rohrbeck CA, Ginsburg-Block MD, Fantuzzo JW, Miller TR. Peer-assisted learning interventions with elementary school students: A meta-analytic review. Journal of Educational Psychology. 2003;95:77-89.
Slavich GM, Zimbardo PG. Transformational teaching: Theoretical underpinnings, basic principles and core methods. Educational Psychology Review. 2012;24(4):569–608.
Available:http://doi.org/10.1007/s10648-012-9199-6.
Jegede SA. The effect of the component task analysis model of instruction on students’ performance in chemistry. An Unpublished Ph.D. Thesis, University of Ado-Ekiti, Nigeria; 2003.
Abah RK. Attitudes towards science: A quantitative synthesis. Science Education. 2006;106(21):547-567.
Galloway CA. Vygotsky’s learning theory. In M. Orey (Eds) Emerging perspectives on learning, teaching and technology; 2001.
Available:http://projects.coe.uga.edu/epltt/index.php?title=Vygotsky%27,constructivism
Vygotsky L. Mind in society. The Development of Higher Psychological Processes. Cambridge, Harvard University Press; 1978.
Bretz SL. Novak's theory of education: Human constructivism and meaningful learning. Journal of Chemical Education. 2001;78:1107-1110.
Bruner J. Toward a theory of instruction. Cambridge, MA: Harvard University Press; 1966.
Ningfeng Z, Jeffrey GW, Saundra YM, Elżbieta C. Metacognition: An effective tool to promote success in college science learning. Journal of College Science Teaching. 2014;43(4):48-54.
Arends RI. Learning to teach: Belajar untuk Mengajar. Buku Dua. (Penterjemah: Helly Prayitno Soetjipto dan Sri Mulyantini Soetjipto). Yogyakarta: Pustaka Pelajar; 2008.
Parker C. (Eds.) Foundational methods: Understanding teaching and learning. Toronto: Pearson Education; 2009.
Brady M, Tsay M. A case study of cooperative learning and communication pedagogy: Does working in teams make a difference? Journal of the Scholarship of Teaching and Learning. 2010;10:78-89.
Ajiboye JO, Ajitoni SO. Effects of full and quasi-participatory learning. Strategies on Nigerian Senior Secondary Students' Environmental Knowledge: Implication for Classroom Practice. International Journal of Environmental and. Science Education. 2008;3(2):58-66.
Ifamuyiwa AS, Onakoya SK. Impact of think-pair-share instructional strategy on students’ achievement in secondary school mathematics. Journal of Science Teachers Association of Nigeria (JSTAN). 2013;48(1):26-34.
Ibe HN. Metacognitive strategies on classroom participation and student achievement in secondary school science classrooms. Unpublished Master’s Degree Thesis, Imo State University; 2009.
Horvath K. Effects of peer tutoring on students’ academic achievement. Unpublished master research thesis. University of Ohio; 2011.
Olorundare AS, Aderogba GA. Comparative effects of concept mapping, analogy and expository strategies in secondary school students’ performance in chemistry in Ilesa, Nigeria .Journal of Curriculum and Instruction. 2009;17(1-2):90-100.
Nenty LA. Using the think pair-share techniques to improve students’ speaking ability. A thesis presented as a partial fulfilment of the requirement for the attainment of the degree of Sarjana Pendidikan in English Langage Education; 2013.
Tsuei M. Using synchronous peer tutoring system to promote elementary students’ learning in mathematics. Journal of Computers & Education. 2012;58:1171–1182.
Udousoro UJ. The relative effects of computer and text-assisted programmed instruction on students’ learning outcomes in mathematics. Unpublished Ph.D Thesis, University of Ibadan; 2000.
Popooola AA. Effects of heuristic problem-solving and programmed instructional strategies on senior secondary school students’ learning outcomes in mathematics in Ekiti State, Nigeria.Unpublished Ph.D Thesis, University of Ibadan. Practice. International Journal of Environmental and Science Education. 2002;3:58-66.
Siburian TA. Improving students achievement on writing descriptive text through think-pair-share. International Journal of Language Learning and Applied Linguistics World (IJLLALW). 2013;3(3):30-43.
Olowojaiye FB. A comparative analysis of students’ interest in perception of teaching/learning of mathematics at senior secondary schools’ level. A paper presented at MAN Conference “EKO 2000”; 2000.