Abstract

EFFECT OF THINK-PAIR-SHARE COOPERATIVE STRATEGY ON MATHEMATICS ACHIEVEMENT OF ATTENTION-DEFICIT HYPERACTIVE STUDENTS

Dr. U. S. Anaduaka, A.O. Sunday and A.E. Olaoye

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Abstract This study investigated the effect of think-pair-share cooperative strategy on the mathematics achievement of attention-deficit hyperactive students. It also determined the level of gender bias in the method as compared with conventional method of teaching. Purposive sampling technique was used to select two secondary schools, classes and students for the study. Quasi-experimental research design was adopted for the study and intact classes of 105 JS2 and 86 SS2 students identified as attention-deficit hyperactive were assigned into think-pair-share cooperative teaching strategy and conventional teaching method groups in Kuje Area Council of FCT Abuja. Mathematics Achievement Test (MAT) was the instrument used for data collection. The data were analyzed using mean, standard deviation andANCOVA. Findings indicated that attention-deficit hyperactive students taught mathematics using think-pair-share cooperative strategy achieved better in posttest than those taught with conventional method for both JS2 and SS2 classes. There was no significant difference between the mathematics achievement of attention-deficit hyperactive students taught with think-pair-share cooperative learning strategy at both junior and senior secondary levels. It was also discovered that think-pair-share cooperative strategy was not gender biased for both junior and senior students. It was recommended that teachers of mathematics should be encouraged to use think-pair-share cooperative learning strategy to teach attention-deficit hyperactive students at all levels of secondary education. Key words: Think-Pair-Share cooperative strategy, Conventional method of teaching, Attention-Deficit/Hyperactive students, Achievement test.

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