Nneka Rita Nnorom, Chinyere Francisca Okafor , Chisom Perpetua Okeke

Effect of Think-pair Share Learning Strategy on Secondary School Students Achievement in Computer Studies: Implications for Global Development

Introduction

Effect of think-pair share learning strategy on secondary school students achievement in computer studies: implications for global development. Investigate Think-Pair-Share (TPS) strategy's effect on secondary students' computer studies achievement. TPS significantly improves learning over traditional methods, with male students excelling.

Abstract

Background: This study examined the effect of the Think-Pair-Share (TPS) learning strategy on secondary school students’ achievement in computer studies in Anambra State. The strategy was considered against the traditional lecture method to explore its potential in fostering meaningful learning. Objective: The study aimed to determine the effectiveness of TPS in enhancing students’ achievement in computer studies and to establish whether gender differences exist in students’ performance when taught using this approach. The study focused on Junior Secondary School Two (JSS2) students in Aguata and Awka education zones of Anambra State. Methods: The study used a quasi-experimental pre-test post-test non-equivalent group design with 393 JSS2 students. Data were collected using a validated CSAT (KR-20 = 0.70). Mean and standard deviation answered research questions, and ANCOVA tested hypotheses at the 0.05 level.. Result: Findings revealed that students taught computer studies with TPS achieved significantly higher results than those taught using the lecture method. In addition, male students taught with TPS performed better than their female counterparts. Conclusions: The study concluded that the TPS learning strategy effectively promotes meaningful learning in computer studies in secondary schools. Contribution: The study proves that TPS is a viable student-centred strategy capable of enhancing achievement in computer studies. It recommends that curriculum planners encourage teachers to adopt TPS more frequently and that educators shift from lecture-dominated instruction to interactive approaches that prioritise students’ active participation.

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