Tropical Journal of Education - Think-Pair-Share instructional method - A pedagogical tool for enhancing students’ academic achievement in cataloguing and classification

Oct 3, 2026

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The study investigated the effect of Think-Pair-Share (TPS) instructional method on students’ academic achievement in cataloguing and classification within tertiary institutions in Anambra State, with emphasis on gender. A quasi-experimental design guided the research. Two of three federal tertiary institutions were selected using purposive random sampling. The Cataloguing and Classification Achievement Test (CCAT) was used for data collection. Results indicated that TPS enhanced students’ achievement, while gender showed no significant effect overall. The study recommended adopting TPS for this course.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Abstract

Introduction

Cataloguing and classification in library education

Think-Pair-Share (TPS) and cooperative learning

Academic achievement and factors affecting performance

Gender and related considerations

Need for instructional strategy improvement

Tropical Journal of Education, 4(1/2), 1 – 9, 2022 ISSN: 2645-2529 (Print) 2645-2537 (Online) Available online at [credencepressltd.com](credencepressltd.com) DOI [http://doi.org/10.47524/tje.v4i1.2](http://doi.org/10.47524/tje.v4i1.2) Think–Pair-Share instructional method: A pedagogical tool for enhancing students’ academic achievement in cataloguing and classification Angela Ifeoma Ndanwu1, PhD, CLN, Victoria Obianuju Ezejiofor2, CLN, Ruth Oluchukwu Esimone3 Festus Aghagbo Nwako Library Nnamdi Azikiwe University, Awka, Nigeria [E-mail: ndanwaangela@gmail.com](E-mail: ndanwaangela@gmail.com1)[1](E-mail: ndanwaangela@gmail.com1), [voezejiofor@gmail.com](voezejiofor@gmail.com2)[2](voezejiofor@gmail.com2), [olupisim@gmail.com](olupisim@gmail.com3)[3](olupisim@gmail.com3) Cell: 080831089821, 080637689892, 080875223433 Abstract The study investigated the effect of Think-Pair-Share (TPS) instructional method on students’ academic achievement in cataloguing and classification course in tertiary institutions in Anambra State with emphasis on gender.Quasiexperimental design was adopted. Out of three federal tertiary institutions in Anambra State two were selected using purposive random sampling technique. Two research questions and two null hypotheses guided the study. The instrument used for data collection was Cataloguing and Classification Achievement Test (CCAT).The results show that think-pair share instructional teaching method enhanced academic achievement of students in Cataloguing and classification course. Again, the finding revealed that gender was not significant on student overall achievement using think-pair share and lecture method. The researchers recommended that think pair share instructional method should be adopted as an effective strategy for teaching cataloguing and classification course. Keywords: Cataloguing and classification, students, academic achievement, anambra state, gender, instructional method, Think-Pair-Share Introduction The need for improvement in academic achievement of library and information science students’ teaching and learning process especially in organization of knowledge cannot beover emphasized. The need to transform the pedagogical process of teaching and learning in tertiary institution appears to be most pressing in this digital age. Cataloguing and classification is one of the pillars of library education and because cataloguing plays a pivotal role for a successful library operation, a discussion and description of cataloguing process is inevitable. It is concerned with arranging library materials in such a way that users will locatethemeasily. Cataloguing and classification is simply a way of organizing library materials in such a way that the retrieval will not be difficult for library users (Adedibu, Akinboro and Abdussalam,2012) . Cataloguing and classification course is an important course in library and information science (LIS) education. It is a course in LIS which deals with the study of how to classify, select, organize and record information. It is the bedrock upon which many libraryprofessionals acquire knowledge. Think-Pair-Share (TPS) instructional strategy is “a learner centered technique which presents students with a task or question and gives them time to think individually, and then share their views in pairs and finally share with the larger class” (Eze and Obiekwe, 2018) . TPS instructional strategy belongs to the group of instructional technique called Inquiry-Based Learning and Co-operative Learning Strategy. Cooperative learning is an instructional technique whereby learners interact with eachother while handling the task at hand and also offer new ideas to each other which will be useful to the group and other members of the class. Cooperative learning is “the deliberate instructional use of heterogeneous small groups of students who work together to maximize each other’s learning” (Igbanugo as cited in Eze and Obiekwe

FAQs

What teaching approach was evaluated in the study?

The study evaluated the Think-Pair-Share (TPS) instructional method in teaching cataloguing and classification.

How was student achievement measured?

Academic achievement was measured using the Cataloguing and Classification Achievement Test (CCAT).

Did gender significantly affect students’ overall achievement?

No. The findings showed that gender was not significant on students’ overall achievement when using TPS and lecture methods.

Oct 3, 2026

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