By Adeniyi, Kayode Daniel
The study investigated the effects of Think-Pair Share (TPS) and Student Teams-Achievement Divisions (STAD) on senior secondary school students’ achievement and interest in Economics. It adopted the non-equivalent pretest-posttest quasi-experimental design. The sample for the study consisted of two hundred and twenty-four (224) senior secondary school two (SSS II) Economics students in Nsukka Metropolis. Six research questions and six hypotheses guided the study respectively. Instruments for data collection consisted of Economics Achievement Test (EAT) and Economics Interest Scale (EIS), which were validated and trial tested to ascertain their respective psychometric properties or indices. The reliability coefficients for Economics Achievement Test (EAT) and Economics Interest Scale (EIS) were 0.960 and 0.873 respectively. Mean scores were used in answering the six research questions while the Analysis of Covariance (ANCOVA), t-test and Mann-Whitney test were used in testing the six hypotheses for the study. The findings revealed that Think-Pair Share (TPS) significantly improved students’ achievement in Economics. Similarly, Student Teams-Achievement Divisions (STAD) significantly enhanced students’ achievement in Economics. Female students achieved better than their male counterparts. Think-Pair Share (TPS) cooperative learning instructional strategy significantly enhanced students’ interest in Economics. Student Teams-Achievement Divisions (STAD) cooperative learning instructional strategy significantly enhanced students’ interest in Economics. Think-Pair Share (TPS) cooperative learning instructional strategy significantly improved female students’ interest in Economics than their male counterparts. It was concluded that both Think-Pair Share (TPS) and Student Teams-Achievement Divisions (STAD) are effective for teaching and learning of Economics. It was recommended amongst others that faculties of education, institutes of education, colleges of education and teachers’ training institutes should not merely emphasise innovative instructional strategies in their methodology courses, but should ensure their practical application in teaching and learning process. This will help Economics teachers to be knowledgeable in the utilization of Think-Pair Share (TPS) and Student Teams-Achievement Divisions (STAD) in the teaching of the subject.