performance in Chemistry in Benue State. The design for this study was quasi-experimental

design, that is, a non-randomized post-test control group design. The population of this study

consisted of 19,357 (10,237 male and 9,084 female) Senior Secondary II (SS2) students offering

Chemistry in 183 government established co-educational senior secondary schools in Benue State

in the 2023/2024 academic session. The sample was made up of 215 (110 male and 105 female)

SSII students offering Chemistry in four government established schools in Makurdi Local

Government Area of Benue State. The researchers used multi-stage sampling sapling procedure

to obtain the sample. The researchers constructed Chemistry Performance Test (CPT) for data

collection. CPT was trial tested on 30 students in a Secondary School within Makurdi that was

not part of the sampled schools. The reliability of CPT was computed using Kuder-Richardson

formula 20 (K-R). It yielded a reliability coefficient 0.88. The researcher collected the data with

the aid of the research assistants who were the Chemistry teachers. The research questions were

answered using mean and standard deviation. Analysis of Co-variance (ANCOVA) was used to

test the null hypotheses at 0.05 alpha level. Findings revealed that there was a significant

difference in the mean performance scores of students taught Chemistry using Think-Pair-Share

strategy and the demonstration strategy; there was no significant difference in the mean

performance scores of male and female students taught Chemistry using Think –Pair-Share

Strategy. Based on the findings of this study it was recommended among others that Chemistry

teachers should teach Chemistry using TPS since the strategy makes use of heterogeneous small

groups of students who work together to maximize each other’s learning potentials through

collaborative learning which enhance students’ academic performance.