Dr Julius Michael Egbai, Dr Bernard Diwa Otu, Dr Caroline Iserom Ita, Dr Richard Ayuh Ojini & Dr Ogbu Eke Eke
Abstract
This study investigated the effect on Senior Secondary two students’ academic achievement, when taught reading comprehension using think-pair-share instructional strategy. The study adopted a quasi-experimental design. Specifically, a pretest posttest non-equivalent control group quasi-experimental design was used. Two research questions and one hypothesis guided the study. The sample was made up of 85 students. The instrument for this study was a 25 item multiple choice reading comprehension achievement test. Mean and standard deviation were used to answer the two research questions while ANCOVA was used to test the hypothesis at .05 level of significance. The result revealed that students taught using Think-Pair-Share had a higher academic achievement gain score than those taught using lecture method. Based on the findings, some recommendations were made which include that in-service training programme should be organized by relevant authorities for secondary school teachers on some constructivist teaching methods like Think-Pair-Share that can improve the academic achievement of students.