The study examined the effect of think-pair-share strategy on students’ performance in Mathematics in Ekiti State. Specifically, the study examined the difference in the performance of students in Mathematics exposed to think-pair-share and conventional strategies before and after treatment; and the influence of gender on academic performance of students exposed to think-pair-share and conventional strategies in Mathematics. The study adopted pre-test, post-test quasi-experimental design. The population of the study consisted of all Senior Secondary One (SS1) students in Ekiti State. The sample comprised 89 students selected from Ekiti South Senatorial District, one of the three Senatorial Districts in Ekiti State through multi-stage sampling procedure. The instrument used was a self-constructed Performance Test in Mathematics (PTM). The instrument was validated by content validity method. Pearson Product Moment Correlation Analysis was used to establish the reliability measure coefficient which yielded a coefficient of 0.83 for PTM. The hypotheses were tested using t-test and Analysis of Covariance (ANCOVA) statistics at 0.05 level of significance. The findings of the study revealed that there was no significant difference in the performance mean score of students exposed to think-pair-share and conventional strategies before the treatment but there was appreciable difference after the treatment. The findings further revealed that there was no significant effect of gender on students’ performance in the experimental and control groups. It was recommended among others that Mathematics teachers should incorporate think-pair-share strategy in order to improve students’ performance, and social interaction skills.

Keywords: Think -Pair-Share, Strategy, Secondary School, Students, Performance, Mathematics,

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