The study investigated the effectiveness of think-pair-share and peer tutoring instructional strategies on secondary school students’ academic achievement in Government in Delta State. One research question guided the study, while one null hypothesis was tested at a 0.05 level of significance. A quasi-experimental design was adopted for the study. Specifically, the pretest, posttest, non-randomized experimental groups were used. The population of the study comprised 4894 Senior Secondary School year two (SS2) students offering Government in the 178 public secondary schools in Delta North Senatorial District. The sample size was 150 SS 2 students offering Government in the Delta North Senatorial District. Simple and purposive sampling techniques were used at different stages of sampling. The Government Achievement Test (GAT), which was validated by three experts, was used for data collection. The reliability of the instrument was established using the Kuder Richardson-21 (KR-21) formula, which yielded a coefficient of 0.84. Data were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA). The findings revealed that the think-pair-share instructional strategy was more effective in teaching Government than the peer tutoring instructional strategy. More so, the results revealed that the peer tutoring instructional strategy was better than the conventional instructional method in enhancing student achievement in Government. Based on the findings of the study, the following recommendations were proffered, among others, that Government teachers should adopt think-pair-share and peer tutoring instructional strategies when teaching in order to enhance students’ achievement in Government. Again, students and Government teachers should be trained properly in the use of Think-Pair-Share and Peer tutoring instructional strategies in teaching students, especially in teacher training institutions.
Ikwuka et al. (Wed,) studied this question.