ABSTRACT

The study investigated the effect of think-pair-share and scaffolding instructional strategies on senior secondary school II students’ academic achievement in English language comprehension in Abia State. Four research questions were posed and answered for the study while four hypotheses were formulated and tested at 0.05 level of significance. The study adopted quasi-experimental pre-test, post-test control group using 3 x 2 factorial design. The research was carried out in Abia State. The population of the study consisted of 7,837 senior secondary II students in government owned secondary schools in 2018/2019 session. The sample consisted of 120 senior secondary school II students purposefully selected from three co-educational schools in Umuahia education zone, Abia State. The English Language Comprehension Achievement Test (ELCAT), lesson plans were used as instruments for data collection and were validated by three experts. The reliability of the instrument ELCAT was determined using Kuder-Richardson (KR-20) formula to obtain reliability coefficient of 0.84. Data for the study were collected through three phases of experimental procedures: Pre-test phase, treatment phase and post-treatment phase. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The result revealed that there is better significant difference in academic achievement of students taught English language comprehension using think-pair-share and scaffolding instructional strategies than those taught using lecture teaching method. The result also revealed that gender is not a significant factor in the academic achievement of students using think-pair-share and scaffolding instructional strategies. The result proved that think-pair-share and scaffolding instructional strategies enhance senior secondary school students’ academic achievement in English language comprehension than Lecture teaching method. It was recommended among others that English language teachers should be trained through seminars and workshops on innovative teaching strategies like think-pair-share and scaffolding instructional strategies. Teachers should be encouraged to use these innovative teaching strategies in the classroom for improved performance.