AIJCSR-410 ISSN 2349-4425 www.americanij.com O.R.A. | 141 | AMERICANIJ Volume 2 2015 Issue 2 FEB-MAR AIJCSR EFFECT OF THINK-PAIR-SHARE STRATEGY ON SECONDARY SCHOOL MATHEMATICS STUDENTS’ ACHIEVEMENT AND ACADEMIC SELF-ESTEEM IN FRACTIONS * Chianson, Mimi Martha (PhD), O’kwu, Ijenkeli Emmanuel (Prof) 2 , Kurumeh, Mary Seraphina (PhD) 3 *searchhbk@yahoo.com, okwuemma@yahoo.com, seraphinakurumeh @yahoo.com Department of Curriculum and Teaching, Benue State University, Makurdi, Nigeria +234 8036588272, searchhbk@yahoo.com ABSTRACT This study investigated the effect of think-pair-share strategy on secondary school students’ achievement and self-esteem in fractions in Benue State. The sample for the study was 322 junior secondary I students from 8 selected schools in 4 Local Government Areas in Education Zone B. From each Local Government Area, 2 coeducational government secondary schools were selected and assigned to experimental and control groups respectively. Quasi-experimental design of non-equivalent group type was adopted for the study. Two research questions and 2 hypotheses were formulated for the study. Two instruments constructed by the researcher were used for data collection namely; fraction achievement test and fraction self-esteem inventory. Mean and standard deviation were used to answer research questions while hypotheses were tested using analysis of covariance. Findings of the study revealed that there was a significant difference in the mean scores of students who were taught using the think-pair-share strategy compared to those taught using the conventional approach (P=0.001 < 0.05), there was a significant difference in the academic self-esteem of students taught using the think-pair-share compared to those taught using the conventional approach (p= 0.003 < 0.05). It was recommended that, mathematics teachers acquaint themselves with the processes involved in the think-pair- share strategy and implement it in class. Students should be allowed to use the think-pair-share strategy during their private study time to enhance their level of self-esteem. It was concluded that students exposed to the think-pair-share strategy outperformed and had a higher academic self-esteem than those taught using the conventional approach. KEY WORDS: self- esteem, conventional approach, think-pair-share, fractions.