Think–Pair-Share instructional method: A pedagogical tool for enhancing students’ academic achievement in cataloguing and classification

Abstract

The study investigated the effect of Think-Pair-Share (TPS) instructional method on students’ academic achievement in cataloguing and classification course in tertiary institutions in Anambra State with emphasis on gender. Quasi experimental design was adopted. Out of three federal tertiary institutions in Anambra State two were selected using purposive random sampling technique. Two research questions and two null hypotheses guided the study. The instrument used for data collection was Cataloguing and Classification Achievement Test (CCAT).The results show that think-pair share instructional teaching method enhanced academic achievement of students in Cataloguing and classification course. Again, the finding revealed that gender was not significant on student overall achievement using think-pair share and lecture method. The researchers recommended that think pair share instructional method should be adopted as an effective strategy for teaching cataloguing and classification course