Effects of Think–Pair–Share Instructional Strategy on Interest and Achievement in Ecology Concept among Secondary School Biology Students in Federal Capital Territory, Abuja, Nigeria
DOI:
https://doi.org/10.64348/zije.2026347Abstract
This study investigating the effect of the Think–Pair–Share (TPS) instructional strategy on secondary school students’ interest and achievement in ecological concepts in Biology. The study adopted a quasi-experimental pretest–posttest non-equivalent control group design. A sample of 141 Senior Secondary School 0ne (SS1) Biology students drawn from public secondary schools in the Federal Capital Territory (FCT), Abuja, Nigeria, participated in the study. The experimental group was taught using the TPS instructional strategy, while the control group was exposed to the conventional lecture method. Both groups were taught for five weeks. Ecological Concepts Interest Scale (ECIS) and Ecological Concepts Achievement Test (ECAT) were the instruments used for data collection. Data were analysed using mean, standard deviation, and Analysis of Covariance (ANCOVA). The results showed that students taught using the TPS instructional strategy had higher mean interest and achievement scores than those taught using the conventional teaching method. The study concluded that TPS instructional strategy greatly arouse students’ interest and improved their academic performance in ecological concepts. It is therefore recommended that biology teachers adopt the Think–Pair–Share instructional strategy to enhance students’ interest and achievement in biology.
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