Project – Effect of think-pair share on senior secondary two students attitude and achievement in Chemistry in Mangu Local Government Plateau State Nigeria.

CHAPTER ONE

INTRODUCTION

• Background to the Study

The concept of active learning strategies, such as Think-Pair-Share (TPS), has gained significant attention in educational research due to its potential to enhance student engagement, foster collaborative learning, and improve academic outcomes (Lyman, 1981). Think-Pair-Share is a cooperative learning technique that encourages students to think about a question individually, discuss their thoughts with a partner, and then share their responses with the class. The strategy has been widely implemented across various disciplines, including science education, and has shown promising results in improving students’ academic achievement and attitudes (Cohen & Lotan, 2014). In the context of senior secondary chemistry education, TPS can serve as a tool for addressing both cognitive and affective aspects of learning, which are crucial for students’ overall success.

Research has shown that TPS fosters a deeper understanding of scientific concepts by encouraging students to engage in discussions and peer-based explanations (Warren & Rosebery, 1996). In chemistry, a subject often perceived as challenging by many students, TPS can provide opportunities for clarification of complex concepts and improve problem-solving skills. According to Jandric et al. (2018), when students collaborate in pairs, they are able to refine their understanding of difficult topics through dialogue, which often leads to greater retention and mastery of the subject matter. In the Nigerian context, where students face challenges such as overcrowded classrooms, inadequate resources, and large student-teacher ratios, TPS can serve as an effective method to create a more interactive and supportive learning environment.

Numerous studies have explored the impact of TPS on students’ academic achievement, particularly in science education. A study by Akinbobola and Olajide (2016) found that Nigerian students who were exposed to collaborative learning strategies, including TPS, showed significant improvements in their performance in science subjects compared to those who were taught using traditional methods. In chemistry, where conceptual understanding and problem-solving are vital, the interactive nature of TPS enables students to actively engage with the material and gain a deeper understanding. This is consistent with the findings of Oyedepo et al. (2014), who observed that TPS positively influenced students’ achievement in chemistry by promoting active participation and critical thinking.

In addition to its impact on academic achievement, TPS has been found to influence students’ attitudes toward the subject matter. Attitude plays a crucial role in determining students’ motivation and willingness to engage with a subject, especially in challenging subjects like chemistry. According to Kiggundu and Nayimuli (2010), students’ attitudes toward learning can significantly affect their academic outcomes. Studies have shown that cooperative learning strategies like TPS can improve students’ perceptions of science, reduce anxiety, and increase their enthusiasm for the subject (Abimbola & Kalu, 2019). This shift in attitude is particularly important in Nigerian schools, where students’ negative attitudes toward chemistry may be a barrier to their success in the subject.

Furthermore, the impact of TPS on students’ attitudes and achievement may be influenced by various contextual factors such as teacher expertise, student background, and classroom environment. In a study conducted by Abubakar (2017), the effectiveness of TPS in improving students’ attitudes and performance was found to be stronger when teachers were trained in the method and when students had access to adequate learning resources. In Mangu Local Government, Plateau State, where the socio-economic conditions may differ from urban centers, the integration of TPS could offer an equitable approach to improving both attitudes and achievement. The local context, including available resources and teachers’ readiness to embrace innovative methods, will play a significant role in determining the success of TPS in enhancing students’ outcomes in chemistry.

Finally, despite the promising outcomes associated with TPS, there are challenges that may hinder its successful implementation in Nigerian classrooms. These include the large class sizes, limited time for instructional activities, and the lack of infrastructure in some rural areas (Ajiboye & Tella, 2007). Additionally, teachers’ reluctance to adopt new teaching strategies and the limited availability of professional development opportunities can further limit the effectiveness of TPS. However, studies by Agbo (2013) and Yara (2011) suggest that with adequate support, such as teacher training, peer collaboration, and access to teaching resources, the adoption of TPS can overcome these barriers and lead to improved student outcomes in chemistry. The current study, therefore, seeks to examine the specific effects of TPS on both the attitudes and achievement of senior secondary students in chemistry within Mangu Local Government, Plateau State, Nigeria, with a view to providing evidence-based recommendations for its broader implementation.

1.2. Statement of the Problem

In the Nigerian educational system, especially in senior secondary schools, chemistry remains one of the most challenging subjects for students. Despite the importance of chemistry in science and technology development, many students exhibit negative attitudes toward the subject, which often result in poor academic performance. In Mangu Local Government Area, Plateau State, a significant number of senior secondary students struggle with chemistry concepts, and this has contributed to a low pass rate in both internal and external examinations. The problem is not just academic but also attitudinal, as many students view chemistry as difficult, abstract, and irrelevant to their everyday lives. This negative disposition can ultimately affect their motivation and ability to engage actively with the subject. Given the central role that chemistry plays in the development of science and technology, addressing these challenges is crucial for improving the educational outcomes of students in the region.

The traditional methods of teaching chemistry, which often emphasize lecture-based delivery and rote memorization, have been found to be ineffective in fostering deep understanding or positive attitudes among students. These conventional methods do not actively engage students in the learning process or encourage critical thinking and problem-solving skills, which are essential for mastering chemistry concepts. Furthermore, the overcrowded classrooms, limited resources, and lack of teacher training in modern pedagogical techniques exacerbate the challenges faced by students in the region. These factors contribute to a disengaged and passive learning environment, which in turn negatively affects both students’ achievement in chemistry and their attitudes toward the subject. Consequently, there is an urgent need for innovative and interactive teaching strategies that can engage students, enhance their understanding of chemistry, and improve their attitudes.

One such teaching strategy that has gained attention in educational research is the Think-Pair-Share (TPS) technique. This cooperative learning method involves students first thinking about a given question individually, then discussing their thoughts with a partner, and finally sharing their responses with the whole class. TPS promotes active engagement, peer learning, and reflective thinking, which can help address both the cognitive and affective aspects of learning. However, while TPS has been shown to be effective in various educational settings, its specific impact on senior secondary students’ attitudes and academic achievement in chemistry, particularly in Mangu Local Government Area, has not been extensively explored. This presents a gap in the existing literature and underscores the need for research that examines the applicability of TPS in enhancing both students’ performance and their attitudes toward chemistry in this particular context.

Additionally, despite the promising potential of TPS as a teaching strategy, its implementation in Nigerian secondary schools, especially in rural areas like Mangu, faces several challenges. Teachers may lack the necessary training to effectively use TPS, and the socio-economic conditions in rural areas can limit access to resources such as teaching aids and adequate classroom facilities. Furthermore, there may be resistance from both teachers and students to adopt new teaching methods, especially if they are accustomed to traditional, teacher-centered approaches. These challenges could hinder the successful adoption of TPS and its potential benefits for student achievement and attitude improvement. Thus, there is a need to investigate the feasibility of TPS within the local context, considering the challenges that may arise and the strategies that could be implemented to overcome them.

The problem of students’ negative attitudes toward chemistry and their corresponding poor performance is not unique to Mangu Local Government Area but is prevalent across many parts of Nigeria. However, the lack of focused studies in the region makes it difficult to understand the specific factors affecting students’ learning experiences and academic outcomes in chemistry. By exploring the effects of TPS on senior secondary students in this locality, this study aims to provide valuable insights into how this strategy can address the challenges faced by both teachers and students. The research will also contribute to the growing body of knowledge on effective pedagogical approaches for improving the teaching and learning of chemistry in Nigeria. Ultimately, the goal is to enhance students’ understanding, foster positive attitudes, and improve academic achievement in chemistry, thereby contributing to the development of a scientifically literate population capable of contributing to national progress in science and technology.

Therefore, the key research problem that this study seeks to address is: What is the effect of the Think-Pair-Share (TPS) strategy on senior secondary two students’ attitudes and achievement in chemistry in Mangu Local Government Area, Plateau State, Nigeria? This study aims to explore how TPS can influence students’ engagement with chemistry, their attitudes toward the subject, and their academic performance, providing evidence for the potential benefits and challenges of implementing such a strategy in the local context. Through this research, the study also seeks to offer recommendations for improving chemistry education and promoting active learning in Nigerian secondary schools.

1.3. Aim and Objectives of the Study

The aim of the study is to examine effect of think -pair share on senior secondary two students’ attitude and achievement in Chemistry in Mangu Local Government Plateau State Nigeria. The specific objectives of the study are:

1. To assess the attitudes of senior secondary two students towards Chemistry in Mangu Local Government.
2. To implement the think-pair share teaching strategy in Chemistry classes for senior secondary two students.
3. To measure the impact of think-pair share on students’ attitudes towards Chemistry.
4. To evaluate the academic achievement of senior secondary two students in Chemistry after implementing think-pair share.

1.4. Research Questions

The research questions are buttressed below:

1. What are the current attitudes of senior secondary two students towards Chemistry in Mangu Local Government?
2. How does the implementation of the think-pair share teaching strategy in Chemistry classes affect senior secondary two students?
3. What is the impact of think-pair share on students’ attitudes towards Chemistry?
4. How does the academic achievement of senior secondary two students in Chemistry change after the implementation of think-pair share?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Think-pair share teaching strategy will not affect Chemistry classes for senior secondary two students.

H1: Think-pair share teaching strategy will affect Chemistry classes for senior secondary two students.

1.6. Significance of the Study

The significance of this study lies in its potential to improve the teaching and learning of chemistry in Mangu Local Government Area, Plateau State, Nigeria. Chemistry, as a core subject in the science curriculum, is foundational to the development of students’ scientific literacy and is crucial for further studies in various fields, including medicine, engineering, and environmental science. However, many students in the region continue to face challenges in understanding key chemistry concepts, which negatively affects their academic achievement and attitudes toward the subject. This study, by examining the impact of the Think-Pair-Share (TPS) strategy, can provide a pedagogical framework that helps address these challenges, leading to improved student engagement and better academic outcomes in chemistry.

One of the main contributions of this research is its potential to enhance students’ attitudes toward chemistry. Negative attitudes toward science, particularly chemistry, are often rooted in students’ perceptions of the subject as difficult and inaccessible. By incorporating TPS into the classroom, this study can show how interactive learning strategies can positively alter students’ perceptions of chemistry, making the subject more approachable and enjoyable. Through collaborative learning, students may feel more comfortable engaging with the subject matter, which could lead to increased motivation, greater enthusiasm, and a more positive outlook toward pursuing careers in science and technology. This shift in attitude is essential for fostering a generation of students who are not only academically successful but also passionate about science.

Moreover, this study has the potential to offer a practical solution to the problem of low achievement in chemistry among senior secondary students in Mangu. The use of the TPS strategy could promote deeper engagement with the subject, improve comprehension, and encourage critical thinking and problem-solving. As TPS encourages peer-to-peer interaction and provides opportunities for students to articulate their understanding, it may lead to enhanced retention of knowledge and better application of concepts in real-life situations. The findings from this research could provide educators with evidence-based insights into how such interactive learning techniques can be effectively utilized to improve students’ performance in chemistry, a subject traditionally considered challenging by many students in Nigeria.

This research is also significant in the context of educational policy and curriculum development in Nigeria. The Nigerian educational system is currently seeking ways to adopt more student-centered, participatory teaching methods that can foster critical thinking, creativity, and collaboration. By demonstrating the effectiveness of TPS in improving both achievement and attitudes in chemistry, this study could inform educational policymakers and curriculum developers about the benefits of integrating such interactive teaching strategies into science education. The study’s findings could thus contribute to ongoing efforts to reform teaching practices, making them more aligned with global trends in education that emphasize active learning and student engagement.

In addition to its contribution to pedagogy, this study has the potential to strengthen teacher capacity in Mangu Local Government Area. Many teachers in rural or under-resourced areas often rely on traditional methods of instruction due to a lack of exposure to modern, evidence-based teaching strategies. By investigating the impact of TPS, this study could serve as a catalyst for professional development, encouraging teachers to embrace innovative, student-centered teaching techniques. The study could also serve as a resource for teacher training programs, offering practical examples of how TPS can be implemented in the classroom and the potential benefits it holds for improving both student achievement and attitudes.

Lastly, the significance of this study extends to the broader educational landscape of Nigeria, particularly in rural areas. Research focused on the impact of active learning strategies in these regions is limited, and the findings from this study could fill a crucial gap in the literature. If successful, the adoption of TPS could be scaled up to other schools in Plateau State and similar rural regions across Nigeria, where students face unique challenges due to socio-economic factors, inadequate resources, and overcrowded classrooms. By contributing to the body of knowledge on effective teaching strategies in rural Nigerian schools, this research could have far-reaching implications for improving educational outcomes and promoting equity in education across the country.

In summary, this study holds significant potential to enhance students’ academic achievement and attitudes toward chemistry by implementing the Think-Pair-Share strategy in Mangu Local Government Area. By fostering a more interactive, collaborative, and engaging learning environment, the research could lead to improvements in both student performance and their perception of the subject. Furthermore, the study’s findings could influence educational practices, policies, and teacher training programs in Nigeria, providing a practical and evidence-based approach to addressing the challenges of teaching chemistry in secondary schools. Ultimately, the study’s impact extends beyond the local context, offering insights that could benefit students and educators across Nigeria, particularly in under-resourced and rural areas.

1.7. Scope of the Study

The study examines the effect of think-pair share on senior secondary two students attitude and achievement in Chemistry in Mangu Local Government Plateau State Nigeria.

 

1.8. Operational Definition of Terms

1. Effect:
   The termeffect refers to the outcome or result produced by a particular action, event, or process. In the context of this study, the effect refers to the changes or improvements that occur in students’ attitudes and academic performance in chemistry as a result of implementing the Think-Pair-Share (TPS) teaching strategy. It describes the impact of TPS on how students engage with chemistry content and how their academic achievement is affected by this interactive learning approach.
2. Think-Pair-Share:
   Think-Pair-Share(TPS) is a collaborative learning strategy used to engage students actively in the learning process. It involves three steps:
   • Think: The teacher asks a question, and students take a moment to think about the answer individually.
   • Pair: After thinking, students discuss their ideas with a partner, exchanging their thoughts and clarifying their understanding.
   • Share: Finally, pairs share their responses with the whole class, allowing the teacher and other students to provide feedback.
     TPS promotes active participation, peer learning, and critical thinking, helping students develop a deeper understanding of the subject matter.
3. Senior Secondary: Senior secondaryrefers to the last phase of secondary education, typically covering the 11th and 12th grades (also known as Senior Secondary One and Senior Secondary Two in the Nigerian education system). Students at this level are generally between the ages of 15 and 17 and are preparing for important examinations like the West African Senior School Certificate Examination (WASSCE). Senior secondary education focuses on specialized subjects, including sciences like chemistry, which are necessary for students’ progression to higher education or professional careers.
4. Students:
   Studentsrefer to individuals enrolled in an educational institution who are actively engaged in learning. In the context of this study, students refers to senior secondary two learners in Mangu Local Government Area, Plateau State, Nigeria, who are enrolled in chemistry courses and who are the subjects of the study on the effects of the Think-Pair-Share strategy on their attitudes and achievement in the subject.
5. Attitude:
   Attituderefers to a student’s general feelings, beliefs, or perceptions toward a subject, task, or learning process. It encompasses both positive and negative aspects, such as interest, motivation, anxiety, and enjoyment. In this study, attitude specifically refers to the way students feel about learning chemistry—whether they view it as an enjoyable and engaging subject or as something difficult and discouraging. Students’ attitudes can significantly influence their level of engagement and academic success.
6. Achievement:
   Achievementrefers to the academic success or level of performance that students attain in a particular subject or area of study. It is often measured through tests, exams, or assessments that evaluate how well students understand and apply the concepts taught. In this study, achievement refers to the extent to which senior secondary two students in Mangu Local Government perform in chemistry, measured by their grades, test scores, and overall understanding of the subject matter.
7. Chemistry: Chemistryis a branch of science that deals with the study of matter, its properties, reactions, and the changes it undergoes. It is often considered a core science subject in secondary education, providing foundational knowledge for students pursuing careers in medicine, engineering, environmental science, and other scientific fields. In this study, chemistry refers to the subject taught to senior secondary two students in Mangu Local Government Area, Plateau State, Nigeria, where students are expected to understand complex concepts such as chemical reactions, atomic structure, and the periodic table.

Project – Effect of think-pair share on senior secondary two students attitude and achievement in Chemistry in Mangu Local Government Plateau State Nigeria.