CAN THE THINK-PAIR-SHARE STRATEGY IMPROVE SECONDARY STUDENTS' ACHIEVEMENT IN COMPOSITION WRITING?
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Abstract
This study investigated the effects of think-pair-share strategy on senior secondary students’ achievement in composition writing in Jos South Local Government Area, Plateau State, Nigeria. Two research questions and two corresponding null hypotheses guided the study. Quasi-experimental pre-test, post-test research design of non-equivalent groups was adopted for the study. The population of the study consisted of all the senior secondary II students in Jos South Local Government Area of Plateau State, Nigeria, numbering 1,705 in 20 public secondary schools in the 2024/2025 academic session. The sample of the study was made up of 81 SSII students, which was purposively selected from two public schools in Jos South Local Government Area of Plateau State and were assigned to two instructional groups, namely: experimental and control groups. Data were collected using a test tagged Composition Writing Achievement Test (CWAT). Data collected were analysed using mean and standard deviation to answer the research questions and ANCOVA to test the null hypotheses at 0.05 level of significance. The results showed that the experimental group significantly outperformed their peers in idea organisation and paragraphing. It was, therefore, concluded that the think-pair-share is an effective instructional strategy for enhancing students' achievement in composition writing. Based on the findings, it was recommended among others that English teachers should model and implement think-pair-share learning strategies to enhance students' writing skills, and that curriculum designers and English textbook writers should incorporate think-pair-share into secondary school writing programs.
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