THREE STEP INTERVIEW AND THINK-PAIR SHARE LEARNING STRATEGIES AND STUDENTS’ ACADEMIC PERFORMANCE IN BIOLOGY IN MKPAT ENIN LOCAL GOVERNMENT AREA

This study aimed to determine the effect of ‘three step interview learning and think-pair share learning strategies on students’ academic performance in Biology in Mkpat Enin Local Government Area’. Three research questions and three null hypotheses were formulated to guide the study. The study employed a quasi-experimental design. Simple random sampling technique was used to select schools from the target population and the study made use of a total sampling of seventy-three (73) SS2 Biology students from two (2) public secondary schools in the study area. A research instrument titled Biology Performance Test (BPT) was constructed for data evaluation. The reliability of 0.72 for the BPT was obtained using Kuder Richardson (KR-20) reliability estimate. Research questions were answered using mean and standard deviation while hypotheses were tested @ P < 0.05 level of significance. The results revealed that students taught Biology using Three Step Interview Cooperative Learning Strategy performed academically better than those taught using Think-Pair Share Learning Strategy. Both male and females taught using three step Interview Cooperative Learning Strategy and Think-Pair Share Learning Strategy performed equally better. The researcher concluded that the utilization of these instructional strategies encourages students’ participation in instructional practices irrespective of gender and increases the academic performance of students in Biology in secondary school levels. Based on findings and implications, it was recommended that Teachers should strive to use Three Step Interview Cooperative Learning Strategy in teaching Biology concepts as this would help to enhance and facilitate academic performance of students in Biology.