THINK-PAIR-SHARE AS A CATALYST FOR GENDER-INCLUSIVE LEARNING IN SECONDARY SCHOOL CHEMISTRY: A COMPARATIVE STUDY WITH THE GUIDED DISCOVERY METHOD

Abstract

This study examined the effectiveness of the Think-Pair-Share (TPS) strategy in promoting gender-inclusive learning in secondary school chemistry, compared to the Guided Discovery Method (GDM). A quasi-experimental, pre-test–post-test, non-equivalent control group design was employed, involving 200 SS1 chemistry students (100 males, 100 females) from four public secondary schools in Taraba State, Nigeria. Students were assigned to TPS and GDM groups, and their achievement in chemical bonding was assessed using the Chemical Bonding Achievement Test (CBAT). Data were analyzed using descriptive statistics and Analysis of Covariance (ANCOVA) at a 0.05 significance level. Results indicated that TPS significantly improved students’ academic achievement compared to GDM and reduced gender differences in performance. The interaction effect between instructional method and gender was statistically significant, favoring TPS for both male and female students. These findings underscore the value of active, collaborative learning strategies in bridging the gender gap in science education. Professional development programs should train chemistry teachers on the design and facilitation of TPS lessons, emphasizing strategies to ensure equitable participation from male and female students.