Think-Pair-Share versus Group Investigation: A Comparative Analysis of Cooperative Learning Strategies on First-Year Biology Students' Academic Performance in Plant Systems
DOI:
https://doi.org/10.67427/b4f95031Keywords:
Think-Pair-Share, group investigation, cooperative learning, plant systems biology, academic performanceAbstract
This study compared the effectiveness of the Think-Pair-Share (TPS) and Group Investigation (GI) cooperative learning techniques on the learning outcomes of first-year senior secondary school students in plant systems biology. The quasi-experimental pre test-post test control group design was used. A total of 100 first year students from a senior high school in the Greater Accra Region of Ghana were randomly assigned to three groups: TPS (n = 34), GI (n = 33) and a Conventional Instructional Strategy (CIS) (n = 33). The Biology Achievement Test (BAT) was used as the main instrument which was developed from plant systems biology curriculum, and validated by the subject experts. Analysis of Covariance (ANCOVA) with Scheffe post-hoc tests was employed to analyse differences in post-test scores. Results indicated statistically significant differences in achievement across the three groups (F(2,96) = 9.412, p < 0.05). The TPS group recorded the highest mean post-test score (x̅ = 74.18), followed by the GI group (x̅ = 68.53), while the CIS group recorded the lowest (x̅ = 58.24). Scheffe post-hoc analysis confirmed that both cooperative strategies significantly outperformed conventional instruction; however, no statistically significant difference was found between TPS and GI (p = 0.087). The findings suggest that while both strategies are superior to conventional teaching, TPS confers a modest but meaningful advantage in the context of plant systems biology due to its structured peer-discourse framework. Recommendations are made for integration of these strategies in Ghanaian senior secondary biology classrooms.
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Copyright (c) 2026 Philip Ebo, Deborah Boyetey, Elijah Agyare Awuley (Author)
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