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Sojinu, Sehubo Olawale
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Effect of Team-Pair-Solo Strategy on Senior Secondary School Students’ Performance in Mathematics Sojinu, Sehubo Olawale; Sanni, Rasheed; Akudo, Kennedy O.; Chukwulobe, Iyore Evelyn; Ademola , Ibukunolu Adebiyi; Alabi, Ibraheem A.
Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.1.p.173-190

Abstract

Cooperative learning such as team-pair-solo strategy, gives teachers a framework to help students grasp scientific knowledge and cross-cutting mathematics ideas for enhanced performance..This study explored the effect of team-pair-solo strategy on senior secondary school students’ performance in mathematics. It adopted quasi-experimental research design of pre-test, post-test non-equivalent control group of 2x2 factorial design.. Two public schools in Badagry zone of Education District V, Lagos State, Nigeria, with 139 students (60-experimental & 79-control groups) in two intact classes of Senior Secondary School two made up the study sample. Mean, standard deviation and Analysis of Covariance were employed using IBM-SPSS 23. Mathematics Achievement Test (MAT) with reliability index of 0.87 was employed. Results showed that students' performance in team-pair-solo is significantly better than those in conventional classroom [F(1,138)=10.688;p<0.05],no statistically significant gender differences in students’ performances in either group [F (1, 138) = 0.029; p>0.05] and no significant interaction effect of treatment and gender on student performance in mathematics [F (1, 138) = 0.095; p>0.05. The study concluded that the adoption of team-pair-solo strategy significantly enhanced performance of students in mathematics and it is recommended that Mathematics educators publicize of the use of this strategy to enhance students’ performance in Mathematics.
Thinking, Pairing, and Sharing in the Classroom – A Pathway to Enhancing Students’ Contributions and Academic Achievement in Mathematics Alabi, Ibraheem A.; Sanni, Rasheed; Oladejo, Adekunle I.; Sojinu, Sehubo Olawale; Akudo, Kennedy O.; Saibu, Sakibu Olajide
Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.1.p.333-351

Abstract

Students' contributions had severely gone unnoticed in most mathematics classrooms as evident in their academic achievement which informed the conduct of this study. The study employed a mixed method design. The population was drawn from all Lagos State public senior secondary schools Two (grade 11) with samples consisting of 114 students (60 treatment group and 54 control group) conveniently selected from two schools. Face and content validity were used to validate the Mathematics Achievement Test. A reliability coefficient of 0.85 was obtained for quantitative aspect using the Kuder-Richardson formula 21 method while the qualitative aspect involved consensus coding of inter-rater reliability. For quantitative data, the research design was quasi-experimental while qualitative data was a case study. The results showed that students in Think-Pair-Share classes contribute more significantly to class activities than those in the control group. There is a significant difference between the academic achievement of students in a think-pair-share mathematics classroom and those in a conventional classroom [F (1,113) =39.69; p<0.05] in favour of the think-pair-share group. it was concluded that the quality of students’ contributions is directly proportional to academic achievement in mathematics classrooms.
Co-Authors Ademola , Ibukunolu Adebiyi Akudo, Kennedy O. Alabi, Ibraheem A. Chukwulobe, Iyore Evelyn Oladejo, Adekunle I. Saibu, Sakibu Olajide Sanni, Rasheed