This study ascertained effect of Think-Pair-Share strategy on senior secondary students’

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.