Effect of Think-Pair-Share on Students Academic Achievement and Interest in Electrical/Electronic in Technical Colleges in Niger State

This study determined the effect of the Think-Pair-Share (TPS) strategy on students’ academic achievement and interest in Electrical/Electronic in technical colleges in Niger State, Nigeria. A quasi-experimental design, specifically the non-equivalent control group design, was used. A group of 259 Technical College II students was selected using simple random sampling from four technical colleges. Two research instruments—Electrical/Electronic Achievement Test (EEAT) and an Interest Inventory were employed for data collection. The instruments were validated by experts, and the reliability of the EEAT was determined using the Pearson Product Moment Correlation Coefficient, yielding a reliability index of 0.86. Data acquired were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA). The results showed that pupils exposed to the TPS strategy performed substantially better and demonstrated greater interest in Electrical/Electronic than those taught using conventional methods. TPS encouraged active engagement, peer collaboration, and deeper comprehension of concepts, which led to improved achievement and interest. The study concludes that Think-Pair-Share is an effective instructional strategy for increasing both academic performance and motivation in technical subjects. It recommends the integration of TPS into classroom teaching and regular training for educators on collaborative learning techniques to enhance teaching effectiveness and student outcomes in technical education.