Effect of Think-Solve-Group-Share Differentiated Strategy Onmotivation, Attitude and Performance in Mathematical Concepts among Senior Secondary Students, Katsina, Nigeria

The study investigated the effect of Think-Solve-Group-Share (TSGS), differentiated strategy on motivation, attitude and performance among senior secondary students in bearing in Katsina State, Nigeria. The population for this study was 8,440 SSII students, out of which a sample of 180 senior secondary students was used for the study. A simple random sampling technique was used to arrive at the sub-group. Quasi experimental pretest posttest control group design, involving intact classes, was used. Simple random sampling method was, also, used to determine the experimental (N = 63) and control (N = 117) groups. The experimental group (EG) was exposed to Think-Solve-Group-Share while the control group (CG) was taught using Lecture method. Three instruments, MPT, MAS and MMQ were used to collect data. The reliability coefficients of MPT, MAS and MMQ were obtained as 0.77, 0.65 and 0.70 respectively. The study answered three research questions and three hypotheses. Using SPSS (23 version), hypothesis one HO₁ was analyzed using T-Test at , while the hypotheses two and three (HO₂ and HO₃) were analyzed using Mann-Whitney U tests also at . Major findings of the study showed that TSGS differentiated strategy enhance performance in Mathematics and improve students’ motivation and attitude toward Mathematics positively. The study therefore, recommended that Mathematics teachers should implore the use of this strategy especially in differentiated classroom. It also recommended that student’s readiness level should be identified first when teaching new concepts in Mathematics lesson.