EFFECT OF THINK-PAIR-SHARE ON READING ACHIEVEMENT OF PRIMARY SCHOOL PUPILS IN ANAMBRA STATE

Abstract

The study investigated the effect of think-pair-share on reading achievement of primary school pupils in Anambra State. The study was guided by three research questions and four hypotheses were tested at 0.05 level of significance. The design for this study was a quasi experimental design.  The population of the study was 50,753 primary five pupils in the 1068 public primary schools in Anambra State.    The sample of the study comprised 125 primary five pupils drawn using multi stage sampling procedure. The instrument for data collection was Reading Achievement Test (RAT). The instrument was validated by three experts. The internal consistency of the instrument was ascertained using Kuder-Richardson formula 20 which yielded reliability co-efficient of 0.79. Mean and standard deviation were used to answer the research questions and the hypotheses were tested using the analysis of covariance (ANCOVA). The findings of the study revealed among others that pupils taught reading using think-pair share had higher achievement score than those taught using conventional teaching method. It was also found out that there was significant difference between the mean achievement scores of pupils taught reading using think-pair-share method and those taught using conventional method. Based on the findings, it was recommended among others that English teachers should utilize think-pair share in teaching the pupils to increase their academic achievement of pupils in reading.