EFFECTS OF THINK-PAIR-SHARE COLLABORATIVE INQUIRY AS ONE OF CLASSROOM PRACTICES FOR IMPROVING STUDENTS’ REFLECTIVE THINKING SKILLS IN BASIC SCIENCE

Ojo Tolani Adekunmi

Department of Teacher Education, Faculty of Education, University of Ibadan

E-mail: Tadekunmi2003@yahoo.com

Abstract: Reflective thinking occurs at all stages of teaching process, in planning, action (execution) and in evaluation. The skills involved had not been developed in Junior secondary schools in Nigeria. There is the need to equip our students with this skill, hence the research focused on the effects of Think-Pair-Share collaborative inquiry as one of classroom practices for improving students’ reflective thinking skills in Basic Science. The study further investigates the moderating effects of numerical ability on the dependent measure 294 students from nine intact classes were selected from Three local governments for the study. Instruments used in the study were: Students Basic Science Reflecting Thinking Achievement Test (SBSRTAT), Numerical Ability Test (NAT), Instructional Guide on Think-Pair-Share Strategy in Basic Science (IGTPSBS).,Instructional Guide on Conventional Strategy in Basic Science (IGACSBS).,ESATPS  on Think-Pair-Share on Modified Conventional Strategies. Data were analysed using ANCOVA. There was a significant effect of treatment on students reflective thinking achievement in Basic science (F_{(2, 294)}= 56.149; p<.05). This means that there is significant difference in the posttest Reflective thinking achievement scores of those in the Think-Pair-Share and those in the control group. Think-Pair-Share Strategyisrecommended to teachers for the teaching of Basic Science for better reflective thinking achievement.