BRIDGING THE GENDER GAP THROUGH THINK-PAIR-SHARE AND CONCEPT MAPPING AMONG SSS IN CHEMICAL BONDING IN TARABA STATE

Abstract

This study investigated the effects of Think-Pair-Share (TPS) and Concept Mapping (CM) instructional strategies in narrowing the gender gap in academic achievement in chemical bonding among senior secondary school students in Taraba State. A quasi-experimental, pre-test–post-test, non-equivalent control group design was employed, involving 300 SS1 chemistry students (150 males, 150 females) from six public secondary schools in Taraba State, Nigeria. Students were assigned to TPS, CM, or Guided Discovery Method (GDM) groups. Data were collected using the Chemical Bonding Achievement Test (CBAT), and analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA) at a 0.05 significance level. Results revealed that TPS and CM significantly improved students’ academic achievement compared to GDM. Gender differences were negligible in TPS and CM groups, but pronounced in GDM. The interaction effect between instructional method and gender was statistically significant, suggesting that strategy choice can influence gender-related performance patterns. These findings support Ausubel’s meaningful learning theory and Gagné’s learning hierarchy, emphasizing the role of interactive, student-centered strategies in promoting both achievement and equity in STEM classrooms. It is recommended that TPS and CM be integrated into the Nigerian secondary school chemistry curriculum to enhance learning outcomes and bridge gender disparities.