Published Article

                                                                               ABSTRACT 

This research is out to investigate the influence of think pair share instructional strategy on Senior Secondary School Students Academic Performance and Retention in Science Subject in Akwa Ibom North East Senatorial District. The study adopted a Quasi Experimental Design. Six research question and six hypotheses were formulated to guide the study and eleven thousand, seven hundred (11,700) SSII students in Akwa Ibom State. Chemistry Achievement Test (CAT) and chemistry retention test (CRT) were developed by the researcher and used for data collection. Data collected were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The findings of the study were that there was a significant difference between the mean achievement scores of chemistry students taught in the class using think pair strategy and those taught using lecture method and there was no significant interacting effect of gender and teaching methods on students mean Achievement in science subject. It was recommended among others that science educators should incorporate think pair share as an innovative strategy in teaching and learning science subjects.   

KEYWORDS: Think Pair Share Strategy, Academic Performance, Retention, Science Subject, Matter.