Effect of Think-Pair-Share Instructional Strategy on Performance in Hausa Language Concepts among Senior Secondary School Students in Kaduna State, Nigeria
DOI:
https://doi.org/10.64348/zije.2025223Abstract
This study investigated the effects of Think-Pair-Share (TPS) instruction on students' performance in Hausa Language in senior secondary schools in Kaduna State, Nigeria. The study adopted a quasi-experimental design, using pre-test and post-test measures on 124 students from two co-educational schools: Government Secondary School Kofar Kibo (experimental group, n=62) and Government Secondary School Kofar Doka (control group, n=62). The experimental group was taught using TPS, while the control group received conventional lecture-based instruction. The Hausa Language Performance (HLP) was used for data collection, with a reliability index of 0.89. Results showed a significant improvement in the post-test performance of students taught with TPS (mean=42.12) compared to their pre-test scores (mean=29.11), with a mean difference of 13.01 (p=0.000). Additionally, the TPS group outperformed the conventional method group (mean=33.70), with a mean difference of 8.6613 (p=0.003). The findings indicate that TPS enhances student engagement, collaboration, and retention, leading to better academic outcomes in Hausa Language. The study concludes that TPS is more effective than conventional methods in improving students' performance in Hausa Language. It recommends that school management create a conducive environment for TPS implementation and that Hausa Language teachers adopt interactive strategies like TPS to foster active learning, critical thinking, and knowledge retention. These measures could help reverse the declining performance trend and promote better learning outcomes in Hausa Language education.
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