Title: Effect Of Team-Pair-Solo Strategy On Pupils' Academic Performance And Learning Retention In Numeracy In Ilorin East Local Government Area Of Kwara State
Authors: Olarewaju YAHAYA
Volume: 10
Issue: 6
Pages: 262-266
Publication Date: 2026/06/28
Abstract:
The study investigated effect of Team-pair-Solo strategy on primary school pupils' academic performance and learning retention in Numeracy in Ilorin East Local Government Area of Kwara State. Research design adopted quasi-experimental research design (Pretest, posttest, control group Quasi- Experimental design). A factorial design of 2X2 was adopted for the study. The population comprised all primary school pupils in Ilorin East Local Government Area of Kwara State. Sample size for the study was 62 primary five pupils, 28 pupils' for experimental group and 34 pupils' for control group. Three hypotheses were formulated and tested at 0.05 level of significance, Instrument were given face and content validity by experts in Numeracy. Test retest method was adopted to ascertain the reliability of the instruments which was 0.82. Hypotheses were tested, using analysis of covariance (ANCOVA). Findings shown that there was significant main effect of team -pair solo on pupils' academic performance in Numeracy (F (1; 62) = 18.380, P < 0.05), there was no significant effect of team-pair solo and gender on pupils' academic performance in Numeracy (F (1; 62) =1.705; P > 0.05) and there was significant effect of team -pair solo on pupils' learning retention in Numeracy (F (1; 62) = 7.820, P < 0.05). It was concluded that, team pair solo strategy statistically had significant main effect on pupils' academic performance and learning retention in Numeracy in Ilorin East Local Government Area of Kwara State. It was recommended that, Schools should incorporate the Team Pair Solo approach into numeracy instruction, as it significantly enhances academic performance and educators should focus on strategies that reinforce content retention.