Research Article

Advancing Inclusive Science Learning through Demonstration-Enriched Team–Pair–Solo Pedagogy: Differential Effects on AcademicPerformance among Varied-Ability Upper Basic Students

Abdullahi Adamu1*, Yusuf Feyisara Zakariya2, Muhammad Kabir Falalu3, Muhammad Umaru Saidu4, Safiya Shafiu Muhammed4
1 Ahmadu Bello University, Zaria.
2 Department of Science Education, Ahmadu Bello University, Zaria
3 Department of Science Education, Ahmadu Bello University, Zaria, Nigeria
4 Institute of Education, Ahmadu Bello University, Zaria, Kaduna State, Nigeria
* Corresponding author: dr.aadam00@gmail.com
Published: Aug, 2026
DOI: 10.67203/jossme.2026.wscl9goy
Pages: 1–12
Views: 10
Downloads: 5

Abstract

This study examined whether integrating demonstrations into Team-Pair-Solo instructional strategy could improve science academic performance among upper basic students with different ability levels compared with conventional instruction. The study was motivated by the persistent challenge of student unsatisfactory academic performance associated with conventional instructional approaches. 2 objectives, research questions with their corresponding null hypotheses were formulated to guide the study. The design of the study was pretest-posttest non-equivalent quasi-experimental. The population comprised all the public Basic II students in Zaria education zone, totaling 6,684 students. Sample of 165 students from two randomly selected schools were used for the study. The experimental group was taught energy concepts using demonstration+TPS strategy, while the control group was taught using the conventional method. The instruments; Energy Concepts Performance Test (ECPT) was validated through expert review. Reliability was determined using the PPMC with reliability coefficient of 0.756 used for the data collection. Research questions were answered using bar charts and descriptive statistics while Quade’s ANCOVA statistics was used to test the null hypotheses at α=0.05 level of significance. Findings revealed that; (1) the results (F(1, 160) = 28.21, p < .001.) indicates a significant difference in posttest performance between the experimental and control groups. (2) the result (F(2, 75) = 22.886, p < .001.) indicate that varied ability level had a statistically significant effect on students’ posttest performance scores in the experimental group in favor of high-abilities. It was concluded that; Demonstration+TPS was found to be helpful in enhancing students’ performance. The students' ability levels also enhanced the effectiveness of demonstration+TPS. It was therefore recommended among others that; BST teachers should adopt the demonstration+TPS strategy in teaching energy and other related concepts.

Keywords

Inclusive Science Learning Demonstration+TPS Varied-Ability Performance and Energy.

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How to Cite

Adamu, A., Zakariya, Y. F., Falalu, M. K., Saidu, M. U., & Muhammed, S. S. (2026). Advancing Inclusive Science Learning through Demonstration-Enriched Team–Pair–Solo Pedagogy: Differential Effects on AcademicPerformance among Varied-Ability Upper Basic Students. Journal of Studies in Science and Mathematics Education, 6(2), 1–12. https://doi.org/10.67203/jossme.2026.wscl9goy

A. Adamu, Y. F. Zakariya, M. K. Falalu, M. U. Saidu, and S. S. Muhammed, "Advancing Inclusive Science Learning through Demonstration-Enriched Team–Pair–Solo Pedagogy: Differential Effects on AcademicPerformance among Varied-Ability Upper Basic Students," Journal of Studies in Science and Mathematics Education, vol. 6, no. 2, pp. 1–12, August 2026. doi: 10.67203/jossme.2026.wscl9goy

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