Effect of Think-Pair-Share Instructional Strategy on Secondary School Students’ Academic Achievement and Retention in Financial Accounting in Abia State

Abstract

This study determined the effect of think-pair-share instructional strategy on students’ academic achievement and retention in financial accounting in secondary schools in Abia State. Four research questions guided the study and four null hypotheses were tested. Quasi-experimental research design specifically, pre-test post-test non-equivalent control group design was adopted for the study. Population was 846 senior secondary two (SS2) Financial accounting students in Abia. A purposive sampling technique was used to select a sample size of 78 senior secondary two (SS2) financial accounting students. Financial Accounting Achievement Test (FAAT) and adapted Academic Self-efficacy Scale (ASS) was used for data collection. The face and content validity of the instruments were established using three experts in the field of Business Education and Measurement and Evaluation. Kudder-Richardson Formula 20 (KR-20) was used to establish the reliability of FAAT while Cronbach Alpha was used to determine the internal consistency of academic self-efficacy scale. Reliability coefficients of 0.92 and 0.79 were obtained. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. Some of the findings of the study revealed that the think-pair-share instructional strategy is more effective in enhancing students’ academic achievement and retention ability of students in financial accounting when compared to the conventional teaching method. Furthermore, there were significant difference in the achievement and retention of students taught financial accounting using think-pair-share strategy and those taught with conventional method. The researchers recommended among others that, financial accounting teachers should use more of think-pair-share instructional strategy in their instructional delivery in order to enable students actively participate in classroom teaching and learning process.