Effect of Think-Pair-Share Strategy on Students' Achievement in Chemistry in Konshisha Local Government Area of Benue State, Nigeria

VillageMath Educational Review, 7(1) https://ngsme.villagemath.net/journals/ver 190 Effect of Think-Pair-Share Strategy on Students’ Achievement in Chemistry in Konshisha Local Government Area of Benue State, Nigeria Volume 7, Issue 1 November, 2025 CODEN: VERIAU Effect of Think-Pair-Share Strategy on Students’ Achievement in Chemistry in Konshisha Local Government Area of Benue State, Nigeria Janet ADZAPE 1, Cephas Taveshima DYAKO 2 and Bernard Aondona ATSUWE 3 1,2 Department of Chemistry Education, Joseph Sarwuan Tarka University, Makurdi, Nigeria 3 Department of Physics Education, Joseph Sarwuan Tarka University, Makurdi, Nigeria DOI: https://doi.org/10.5281/zenodo.17651595 Article History: Received 6th November, 2025; Revised 19th November, 2025; Published 19th November, 2025. Copyright © 2025 by Author(s) and The VillageMath Network This work is licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/ How to Cite this Article: Adzape, J., Dyako, C. T., & Atsuwe, B. A. (2025). Effect of Think-Pair-Share Strategy on Students’ Achievement in Chemistry in Konshisha Local Government Area of Benue State, Nigeria. VillageMath Educational Review (VER), 7(1), 190-202. https://ngsme.villagemath.net/journals/ver/v7i1/adzape-dyako-atsuwe Abstract The study investigated the Effect of Think-Pair-Share (TPS) Strategy on students’ achievement in Chemistry in Konshisha Local Government Area of Benue State, Nigeria. Two research questions and two null hypotheses guided the study. The study adopted quasiexperimental design, specifically non-randomized pretest posttest control group design. The target population for this study was 1,843 (1018 male and 825 female) Senior Secondary Two (SS2) Chemistry students in Konshisha Local Government Area of Benue State. The sample comprises 135 students in intact classes of SS2 (80 male and 55 female), which was made up of 66 students in the experimental and 69 students in the control groups respectively. The instruments for data collection was Chemistry Achievement Test (CAT) developed by the researchers for data collection. The data collected was subjected to a reliability test using Kuder-Richardson formula (K-R20) for CAT. The reliability value for VillageMath Educational Review An International/Multidisciplinary Journal of Network for Grassroots Science and Mathematics Education (The VillageMath Network) A publication of VillageMath Educational Services ( CAC RC: 4097888 ) VillageMath Educational Review, 7(1) https://ngsme.villagemath.net/journals/ver 191 Adzape, Dyako & Atsuwe CAT was 0.70 implying that the test is reliable and indicates moderate internal consistency. The data collected were analyzed using mean and standard deviation to answer research questions and ANCOVA to test the null hypotheses at 0.05 level of significance. The findings revealed that there is a significant difference in the mean achievement scores of students taught Chemistry using TPS strategy than those taught using conventional method. The findings also revealed that there is no significant difference in the mean achievement scores of male and female students taught Chemistry using TPS strategy. The study recommends among others that teachers of Chemistry should employ TPS strategy in Chemistry class to ensure effective teaching and learning so as to improve students’ achievement in Chemistry irrespective of gender. The study concluded that TPS boosts students’ achievement in Chemistry. Keywords: Think-Pair-Share Strategy, Academic Achievement, Interest, Chemistry Education, Teaching Methods, Gender Introduction Science is the systematic pursuit of knowledge involving observation, experimentation and critical analysis to understand natural phenomena and the laws governing them. It is a continuously evolving field driven by inquiry, evidence and skepticism aimed at constructing reliable and objective explanations of the universe. Science relies on the scientific method, where hypotheses are rigorously tested and refined through experimentation, allowing for replication and validation by other researchers (National Academies of Sciences, 2016). This disciplined approach distinguishes science from other forms of knowledge, as it requires reproducibility and transparency to build a reliable body of evidence that can predict future occurrences and support technological advancements (McGrew, 2017). Chemistry is a branch of science that examines the composition, structure, properties and reactions of matter. According to Ezejiofor (2022), Chemistry is the scientific discipline that is concerned with the study of substances, their interactions and the energy changes that accompany these processes. This definition emphasizes the dynamic nature of chemical reactions and their applications in daily life. Similarly, Okafor and Nwachukwu (2022) describe Chemistry as the study of matter at the atomic and molecular levels, focusing on how substances combine, transform and interact under varying conditions. Their perspective highlights the fundamental role of Chemistry in understanding both natural and synthetic materials. Adeleke (2022) views Chemistry as a central science that bridges physics and biology, providing insights into the molecular basis of life and industrial processes. This interdisciplinary approach underscores Chemistry's importance in fields such as medicine, agriculture, environmental science and the teaching profession. The teaching of science, especially Chemistry, has increasingly emphasized inquirybased and experiential learning approaches, aimed at fostering critical thinking, problemsolving, and curiosity in students. Modern science instruction encourages student-centered, collaborative learning experiences, where learners actively engage in hands-on experiments and real-world applications, making science more relevant and engaging (Bybee, 2015; National Research Council, 2017). VillageMath Educational Review, 7(1) https://ngsme.villagemath.net/journals/ver 192 Effect of Think-Pair-Share Strategy on Students’ Achievement in Chemistry in Konshisha Local Government Area of Benue State, Nigeria Chemistry education focuses on developing students' understanding of matter and its interactions, which is crucial in building foundational knowledge for scientific literacy and various professional fields. Teaching strategy have shifted from rote memorization to include project-based learning and problem-solving activities that foster students' conceptual understanding of chemical principles (Gibbons et al., 2018). In the ever-evolving landscape of education, the effectiveness of teaching strategy plays a pivotal role in shaping students’ interest, achievement and retention particularly in subjects as challenging as Chemistry. The traditional lecture-based approach, often characterized by passive learning, has been increasingly scrutinized for its limited effect on students’ deep understanding and long-term retention of complex concepts (Hattie, 2009). In support of this, the West Africa Examination Council (WAEC) Chief Examiners’ report from 2017-2023 shows that students showed understanding in basic chemical calculations and periodic Chemistry, yet many struggled with reaction stoichiometry and balancing chemical equations. Students consistently displayed weaknesses in answering questions on chemical reactions, particularly in organic Chemistry (WAEC, 2023). Over the years, challenges included difficulties in reaction mechanisms, isomer identification, and understanding functional groups. While some improvement was noted in mole calculations, stoichiometry, and periodic trends, students struggled to apply theoretical knowledge to practical scenarios. Common issues persisted with interpreting question demands, explaining reaction rates, and analyzing experimental data. Despite strengths in simpler inorganic concepts like acid-base reactions and periodic table knowledge, organic reactions such as substitutions and eliminations remained problematic (WAEC, 2023). These deficiencies highlight the need for enhanced instructional strategy, such as structured teaching aids and practical demonstrations, to address gaps in analytical skills and deepen students' understanding of chemical reactions. To address these challenges, active learning and engagement, innovative teaching strategy can be explored. Among these, Think-Pair-Share (TPS) strategy has garnered significant attention for its potential to enhance students’ cognitive and affective outcomes in secondary school Chemistry (Eggen & Kauchak, 2013). Think-Pair-Share (TPS) is another innovative teaching strategy that promotes collaborative learning. TPS strategy is a collaborative learning technique that has been widely adopted in educational settings due to its effectiveness in enhancing students’ understanding and engagement. This method involves three stages: thinking individually about a topic, pairing up with a peer to discuss the thoughts, and then sharing the discussion outcomes with the larger class. This method not only increases students’ engagement and participation but also improves their understanding and retention of complex concepts. According to a study by Oloyede (2017), the use of TPS in Chemistry classes resulted in higher student achievement and retention rates. The study noted that the interactive nature of TPS encourages students to articulate their thoughts and reasoning, which reinforces their learning and boosts their achievement in the subject (Chemistry). Academic achievement, often measured through assessments, test scores, practical assessments and examinations, reflects the extent to which students have mastered the content and skills required in Chemistry. Studies have shown that students who are actively VillageMath Educational Review, 7(1) https://ngsme.villagemath.net/journals/ver 193 Adzape, Dyako & Atsuwe engaged in their learning process and who develop a deep understanding of the material tend to achieve better academically (Freeman et al., 2014). Achievement in Chemistry has also been positively impacted by the TPS strategy. By facilitating deeper understanding through peer discussions, TPS helps students clarify their misconceptions and reinforce their knowledge. According to a study by Johnson and Johnson (2018), students who engaged in TPS scored significantly higher in Chemistry assessments than their counterparts in traditional classrooms. The collaborative nature of TPS may allow students to learn from each other, which leads to improved problem-solving skills and a better grasp of complex concepts resulting in high achievement by students irrespective of gender. Salami, Ogundele and Alabi (2018) opines that gender can influence how students engage with different instructional strategy, thereby affecting their learning outcomes. For instance, research by Salami et al. (2018) indicates that female students often exhibit higher interest and retention when collaborative strategy like TPS are employed, as these strategies tend to foster a more inclusive and supportive learning environment, which aligns with their social learning preferences. Conversely, male students might show improved achievement when TPS conceptual strategy are used, which challenge them cognitively and align with their competitive nature. However, the differences are not universally consistent, and some studies suggest that these effects are context-dependent, varying based on the subject matter, the teacher’s approach, and the students' prior knowledge and motivation (Okoli, 2017). In Chemistry as a subject often perceived as challenging, the role of gender suggests that using TPS, might be most effective in catering to the diverse needs of students, thereby enhancing achievement. Recent studies support this view, emphasizing the need for teachers to be aware of gender dynamics in their instructional strategy to maximize educational outcomes for all students (Agu & Odigwe, 2020; Salami et al., 2018; Okoli, 2017). Similarly, in the context of the TPS strategy, Adigun et al. (2020) observed that female students exhibited higher achievement scores than their male counterparts, which may be linked to their stronger collaborative skills and communication preferences. However, other studies, such as that by Chukwudi and Eze (2021), indicate that while gender differences do exist, they are not always statistically significant, and the effectiveness of this strategy often depends more on individual learning preferences rather than gender alone. These findings highlight the importance of considering gender when implementing TPS strategy to maximize their effectiveness across diverse student populations. On this note, the present study investigates the effect of think-pair-share strategy on students’ achievement in Chemistry in Konshisha Local Government Area of Benue State, Nigeria. Statement of the Problem In Konshisha Local Government Area of Benue State, students face significant challenges in excelling in Chemistry, a foundational subject vital for pursuing careers in science-related disciplines. Despite its importance, many students struggle to attain the required proficiency to succeed in external examinations, which often serve as benchmarks for academic progression and career opportunities. This persistent difficulty is linked to several factors, including inadequate teaching strategies, limited access to learning resources and lack of practical exposure. These obstacles VillageMath Educational Review, 7(1) https://ngsme.villagemath.net/journals/ver 194 Effect of Think-Pair-Share Strategy on Students’ Achievement in Chemistry in Konshisha Local Government Area of Benue State, Nigeria hinder students’ understanding and performance, ultimately affecting their academic outcomes and limiting their future prospects in science-related fields. The WAEC Chief Examiner's reports for 2022 and 2023 highlighted a recurring challenge among students in Chemistry, particularly their difficulty in balancing chemical equations. The 2022 report identified weaknesses stemming from students' inability to effectively balance reaction equations, as documented on. Similarly, the 2023 report reaffirmed this issue, emphasizing that students’ failure to write balanced equations remained a significant problem (WAEC, 2023). These findings underscore the need for improved instructional strategies to enhance students' understanding and application of chemical equations. This persistent underperformance may be largely attributed to the reliance on traditional teaching methods, such as lecture-based instruction and rote memorization, which dominate the classroom environment. These conventional strategies often fail to engage students actively, limiting their ability to develop critical thinking skills and an understanding of complex chemical concepts. Traditional teaching methods, often characterized by rote memorization and passive learning, fail to foster a deep understanding of Chemistry concepts. Consequently, students struggle to achieve satisfactory results and retain the knowledge required for higher-level applications. In contrast, the absence of innovative teaching strategy, such as Think-Pair-Share strategy, collaborative problemsolving, and the use of technology-enhanced instruction may further exacerbate the issue. These modern approaches, which encourage active participation and real-world application of knowledge, may be underutilized, leaving students disengaged and unmotivated. Consequently, the gap between students’ potential and their actual achievement widens, leading to consistently low retention rates in Chemistry and diminishing interest in sciencerelated careers among the youth in the area. To address these challenges, innovative teaching strategies such as Think-Pair-Share (TPS) have been proposed. Implementing this strategy may potentially transform the learning environment, making Chemistry more accessible and enjoyable for students. By fostering a deeper understanding and promoting active learning, these approaches may improve students’ academic achievement and long-term retention of Chemistry knowledge, ultimately reducing failure rates in the subject. It is against this background that the researcher wishes to investigate if Think-PairShare strategy can enhance students’ interest, achievement and retention in Chemistry in Konshisha Local Government Area of Benue State, Nigeria. Research Objectives The main objective of this study is to determine the effect of Think-Pair-Share strategy on students’ interest, achievement and retention in Chemistry in Konshisha local government area of Benue State, Nigeria. Specifically, this study seeks to: i. determine the effect of Think-Pair-Share strategy on the achievement of senior secondary school students in Chemistry. ii. determine the effect of Think-Pair-Share strategy on the achievement of male and female Senior Secondary School Students in Chemistry. VillageMath Educational Review, 7(1) https://ngsme.villagemath.net/journals/ver 195 Adzape, Dyako & Atsuwe Research Questions The following research questions were raised to guide the study: i. What is the difference in the mean achievement scores of Senior Secondary School Students taught Chemistry using Think-Pair-Share strategy and those taught with the conventional method? ii. What is the difference in the mean achievement scores of male and female students taught Chemistry using Think-Pair-Share strategy? Research Hypotheses The following null hypotheses are formulated and will be tested at 0.05 level of significance: i. There is no significant difference in the mean achievement scores of Senior Secondary School Students taught Chemistry using Think-Pair-Share strategy and those taught with the conventional method. ii. There is no significant difference in the mean achievement scores of male and female students taught Chemistry using Think-Pair-Share strategy. Methodology The study employed quasi-experimental design. Specifically, the pretest posttest nonrandomized control group design was adopted. This design is considered appropriate because it is a useful tool in a situation where true experimentation cannot be used for ethical or practical reasons. Quasi-experimental design involves establishing cause and effect relationships. The study area is Konshisha Local Government Area of Benue State, Nigeria. Konshisha Local Government Area, located in Benue State, Nigeria with the target population of 1,843 (1018 male and 825 female) Senior Secondary Two (SS2) Chemistry students. The sample size of this study were four schools made up of 135 SS2 (80 male and 55 female) students, which were made up of 66 students in the experimental and 69 students in the control groups respectively. The sample size represents the number of students that are in the intact classes of the sampled schools. The study used purposive sampling techniques to choose the four co-educational schools because of the gender variable in the study while random sampling was used to choose the four schools for the study. Finally, the intact classes in the four sampled schools (two each) were assigned to experimental and control groups respectively. The instrument for data collection was Chemistry Achievement Test (CAT). CAT was developed to measure the academic achievement of the students before and after treatment. The contents of the test covered concepts drawn from SS 2 scheme of work. It was a thirty-item multiple choice objective test. Some of the questions were extracted from past WAEC questions while the remaining questions were developed by the researchers from Chemistry textbooks based on the content that were taught in the lesson for four (4) weeks. Each correctly answered question carried two (2) marks making a total of 60 marks. The instrument has options A-D for each of the test item. CAT is made up of two sections. Section A contained personal data while section B contained the Chemistry Achievement Test. CAT was used for pre-test and post-test treatments. VillageMath Educational Review, 7(1) https://ngsme.villagemath.net/journals/ver 196 Effect of Think-Pair-Share Strategy on Students’ Achievement in Chemistry in Konshisha Local Government Area of Benue State, Nigeria The instruments were validated by three experts. To determine the reliability of the instruments, a trial test was conducted on 30 SS 2 Chemistry students that were selected from Padopas Harmony Secondary School, Makurdi, in Makurdi Local Government Area of Benue State that are not part of the sample for the study. The data collected was subjected to a reliability test using Kuder-Richardson formula (K-R 20 ) for CAT. The decision to use the K-R 20 for testing reliability of CAT was borne out of the fact that the items are dichotomously scored. The reliability values for CAT was 0.70 (70%). The reliability of 0.70 or 70% of CAT suggests that the test is reliable and indicates moderate internal consistency. Mean scores and standard deviations were used for answering the research questions. Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Results The results of the study are presented according to the research questions and hypotheses. Research Question One What is the difference in the mean achievement scores of Senior Secondary School Students taught Chemistry using Think-Pair-Share strategy and those taught with the conventional method? Table 1: Mean achievement scores of Senior Secondary School Students taught Chemistry using Think-Pair-Share strategy and those taught with the conventional method Instructional strategy Pretest Posttest Mean Gain N Mean S. D Mean S. D TPS 66 3 6 .3 6 8 .5 0 51.50 2.31 1 5 .1 4 Conventional 69 32 . 33 3 . 58 3 2. 30 3 . 28 - 0 . 0 3 Mean difference 4 . 03 19 . 20 1 5 . 1 7 Table 1 shows the mean achievement scores of students taught Chemistry using TPS Instructional Strategy and those taught using conventional methods. The table shows that 66 students were taught using TPS Instructional Strategy while 69 students were taught using conventional methods. The table further reveals that the mean achievement scores of students taught using TPS Instructional Strategy is 36.36 with a standard deviation of 8.50 during pre-test and 51.50 with a standard deviation of 2.28 in posttest. While the mean achievement scores of students taught using conventional method is 32.33 with a standard deviation of 3.58 during pre-test and 32.30 with a standard deviation of 3.28 in posttest. Based on the data, the standard deviations show that student scores were more widely spread in the TPS pre-test but became much more tightly clustered and homogeneous in the posttest, while the conventional method’s scores remained consistently clustered throughout. VillageMath Educational Review, 7(1) https://ngsme.villagemath.net/journals/ver 197 Adzape, Dyako & Atsuwe Regarding the pre-test means, they are not directly comparable as the TPS group started with a higher mean score (36.36) than the conventional method group (32.33). The table further shows that the mean gain for TPS Instructional Strategy is 15.14 and conventional method is -0.03. The difference in the mean achievement scores of students taught Chemistry using TPS Instructional Strategy and those taught using conventional method is 15.17 in favour of students taught Chemistry using TPS Instructional Strategy. This implies that TPS strategy improves students’ achievement in Chemistry than conventional method. Research Question Two i. What is the difference in the mean achievement scores of male and female students taught Chemistry using Think-Pair-Share strategy? Table 2: Mean achievement scores of male and female students taught Chemistry using Think-Pair-Share strategy Gender Pretest Posttest Mean gain N Mean S. D Mean S. D Male 3 0 32. 7 7 5 . 74 46 . 33 9 . 6 9 1 3 . 56 Female 36 3 9 . 36 9 . 28 48 . 11 8 . 60 8 . 75 Mean difference - 6 . 59 - 1 . 78 4 . 81 Table 2 shows the difference in the mean achievement scores of male and female students taught Chemistry using TPS Instructional Strategy. The table shows that 30 male students and 36 female students were taught Chemistry using TPS Instructional Strategy. The table reveals that the mean achievement scores of male students taught Chemistry using TPS Instructional Strategy is 32.77 with a standard deviation of 5.74 during pre-test and 46.33 with a standard deviation of 9.69 in posttest. The mean achievement scores of female students taught Chemistry using TPS Instructional Strategy is 39.36 with a standard deviation of 9.28 during pre-test and 48.11 with a standard deviation of 8.60 in posttest. Table 5 further shows that the mean gain of male students that were taught Chemistry using TPS Instructional Strategy is 13.56 and those of female students taught Chemistry using TPS Instructional Strategy is 8.75. The difference in the mean achievement scores of male and female students taught Chemistry using TPS Instructional Strategy is 4.81. The table also shows that achievement scores for both male and female students increased showing improvement in Chemistry though in favour of the male students. This shows that male students achieved more improvement from the TPS strategy than the female students. Research Hypothesis One There is no significant difference in the mean achievement scores of Senior Secondary School Students taught Chemistry using Think-Pair-Share strategy and those taught with the conventional method. VillageMath Educational Review, 7(1) https://ngsme.villagemath.net/journals/ver 198 Effect of Think-Pair-Share Strategy on Students’ Achievement in Chemistry in Konshisha Local Government Area of Benue State, Nigeria Table 3: ANCOVA of achievement scores of Senior Secondary School Students taught Chemistry using Think-Pair-Share strategy and those taught with the conventional method Dependent Variable: POSTTEST Source Type III Sum of Squares Df Mean Square F Sig. Partial Eta Squared Corrected Approach 2890.282a 2 1445.141 25.007 .000 2890.282a Intercept 4381.039 1 4381.039 75.811 .000 4381.039 PRETEST 1447.663 1 1447.663 25.051 .000 1447.663 GROUP 1452.744 1 1452.744 25.139 .000 1452.744 Error 7628.118 132 57.789 7628.118 Total 322423.000 135 322423.000 Corrected Total 10518.400 134 10518.400 a. R Squared = .126 (Adjusted R Squared = .112) Table 3 reveals that F(1,134) = 25.139; p = 0.000 < 0.05. Since p-value is less than 0.05 level of significance, the null hypothesis is rejected. This shows that there is significant difference in the mean achievement scores of students taught Chemistry using TPS Instructional Strategy and those taught using conventional method. This implies that students taught Chemistry using TPS Instructional Strategy have a higher achievement scores in Chemistry than those taught using the conventional method. Research Hypothesis Two There is no significant difference in the mean achievement scores of male and female students taught Chemistry using Think-Pair-Share strategy. Table 4 : ANCOVA of achievement scores of male and female students taught Chemistry using Think-Pair-Share strategy Dependent Variable: POSTTEST Source Type III Sum of Squares Df Mean Square F Sig. Partial Eta Squared Corrected Model 98.488a 2 49.244 .589 .558 .018 Intercept 5469.474 1 5469.474 65.441 .000 .510 PRETEST 46.771 1 46.771 .560 .457 .009 GENDER 15.650 1 15.650 .187 .667 .003 Error 5265.451 63 83.579 Total 153044.000 66 Corrected Total 5363.939 65 a. R Squared = .018 (Adjusted R Squared = - .013) Table 4 reveals that F(1,65) =0.187; p = .667 > 0.05. Since p-value is greater than 0.05 level of significance, the null hypothesis is therefore not rejected. This implies that there is no significant difference in the mean achievement scores of male and female students