Novel Style Instruction: Effects of Think-Pair-Share Style Instruction on Political Science Education Students’ Learned Outcomes

The study examined the effects of the Think-Pair-Share (TPS) style instruction on the learned outcome of Political Science Education students at Delta State University, Nigeria. Given the growing need for student-centred pedagogy in higher education, the research investigated whether TPS could enhance conceptual understanding better than conventional lecture methods. The research followed a quasi-experimental protocol, a 2x2 factorial design. For this study, researchers used multi-stage and purposive sampling to pick one hundred and sixty-six students across four grade levels. The "Students' Learned Outcome Test" (SLOT) was used to gather data. The instrument's content and face validity have been established. It was based on three expert views and a specification table. To ensure internal consistency, the instrument was pilot-tested, yielding a computed Kuder-Richardson Formula 21 (KR-21) dependability reliability coefficient of 0.70, which confirmed its suitability for field administration. The study's research questions were analysed with average statistics. Hypothesis testing was conducted using ANCOVA at a significance level of 0.05. The analysis of data showed a substantial effect of TPS-style instruction on Political Science Education students learned outcome; no substantial gender effect on Political Science Education students learned outcome for male and female students tutored with the TPS-style instruction. According to the results, it was suggested that the TPS-style instruction should be used as one of the style instructions for teaching Political Science Education; instructors of Political Science Education should obtain government training on the implementation of innovative pedagogical methods in classroom environments and male and female students should have equal access to educational opportunities when using the TPS-style instruction.