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All Journal Indonesian Journal of Educational Studies Pinisi Journal of Social Science
Akudolu, Lilian-Rita
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Education Languange, Linguistic, Communication & Media Nursing Social Sciences Other

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THE INTERACTION EFFECT OF TEACHING STRATEGIES AND GENDER ON STUDENTS’ ACHIEVEMENT IN GOVERNMENT Anyima, Friday Fidelis; Ikwuka, Obiageli Ifeoma; Akudolu, Lilian-Rita
Indonesian Journal of Educational Studies Vol 28, No 2 (2025): Indonesian Journal of Educational Studies
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijes.v28i2.82614

Abstract

In this study quasi-experimental design was adopted, employing a pretest–posttest, non-equivalent control group approach. A sample of 200 students was selected from four secondary schools using stratified random sampling. The experimental group was taught using the interactive/constructivist strategy, while the control group received instruction through the traditional lecture method. Data were collected using the Government Achievement Test (GAT), which was validated and yielded a reliability coefficient of 0.82. The research was guided by two questions and two null hypotheses tested at a 0.05 level of significance using Analysis of Covariance (ANCOVA). Findings revealed that students taught with the interactive strategy achieved significantly higher mean scores in Government than those taught with the lecture method. However, gender was not a significant factor in determining students’ achievement, as both male and female students performed comparably under both strategies. Furthermore, the interaction between teaching strategy and gender was not significant, indicating that the effectiveness of instructional strategies transcends gender differences.
Effectiveness of Think–Pair–Share and Peer Tutoring Instructional Strategies on Secondary School Students’ Academic Achievement in Government in Delta State Anyima, Friday Fidelis; Bassey, Obiageli Ifeoma; Akudolu, Lilian-Rita
Pinisi Journal of Social Science Vol 4, No 2 (2025): September
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/pjss.v4i2.47331

Abstract

This study investigated the effectiveness of Think-Pair-Share (TPS) and Peer Tutoring instructional strategies on secondary school students’ academic achievement in Government in Delta State, Nigeria. Specifically, it examined the main effects of teaching strategies, gender, and their interaction on students’ performance. A quasi-experimental research design, adopting a pretest-posttest non-equivalent control group structure, was employed. The sample consisted of 180 Senior Secondary Two (SS2) students, selected through multistage sampling from six schools. Three intact classes were assigned to experimental groups (TPS and Peer Tutoring) and a control group (lecture method). The instrument used for data collection was the Government Achievement Test (GAT), which was validated and subjected to a reliability test yielding a coefficient of 0.86 using Kuder-Richardson (KR-20). Data collected were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA). Findings revealed that students taught with TPS and Peer Tutoring significantly outperformed their counterparts taught using the lecture method. The study further showed no significant main effect of gender on students’ achievement in Government. Similarly, no significant interaction effect was found between teaching methods and gender on achievement. These findings indicate that TPS and Peer Tutoring are more effective than conventional methods and are equally beneficial to both male and female students. It was recommended that teachers adopt interactive and student-centered methods such as TPS and Peer Tutoring in teaching Government to promote active learning and academic success.
Co-Authors Anyima, Friday Fidelis Bassey, Obiageli Ifeoma Ikwuka, Obiageli Ifeoma