The Effect of Think-Pair-Share Cooperative Learning Approach on Retention among Senior High School Students in Mensuration

Abstract

This study investigated the effect of “Think-Pair-Share” cooperative learning approach on retention in mensuration among S.H.S. (Senior High School) students in the Yendi municipality. The specific objectives were a) examine the effect of “Think-Pair-Share” cooperative learning approach on gender among S.H.S students’ academic performance in mensuration, b) determine the effect of “Think-Pair-Share” cooperative learning approach on S.H.S students’ retention in mensuration. Two intact classes were used for this study in a quasi-experimental pretest-posttest non-equivalents control group design. Simple random sampling technique was used to select the control and the experimental group from the two schools, consisting of 84 students: 41 and 43 respectively for the control and experimental group. The data collection instrument was mainly test (pretest and posttest). Data analysis were done by descriptive and inferential means. A reliability correlation coefficient of 0.77 was obtain by Pearson Product Moment correlation formula. The study concluded that males and females’ performance improved equally when the “Think-Pair-Share” cooperative learning approach was implemented. Also, the study revealed that, the “Think-Pair-Share” cooperative learning approach improves S.H.S students’ retention in mensuration. The study recommends that, pre-service teachers and in-service teachers should be trained to implement “Think-Pair-Share” cooperative learning approach in mathematics classroom, as this child-centered approach ensure equity in gender performance and improve retention of mathematics concept, especially in mensuration.