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The global pandemic resulted in different learning modalities to guarantee that academic institutions could provide continuous learning. From a purely online setup during the first year of the pandemic, the learning modality has transitioned to a combination of online and face-to-face instruction after three years. This mixed-method action research aims to promote Blended Focus Group Discussions (BFGDs) via the cooperative learning strategy as a platform for student teachers (STs) to share with their peers and coordinators their experiences in practice teaching. It followed the Plan-Do-Study-Act Cycle with the fourth-year STs in an intact group as the participants. The quantitative analysis revealed the reflective status of the participants before and after the implementation of BFGD. Despite a numerical increase in the participants' reflective practice, statistical significance was not obtained. Conversely, the qualitative data showed BFGD's beneficial function in enhancing STs' reflective practice to become better educators in the future. The intervention also highlighted the areas for improvement, such as the facilitator's role, technology access, and online engagement. It may serve as an avenue for teacher education institutions to recognize this as a strategy not only to enhance student teaching practices but also to improve their reflective practice. [ABSTRACT FROM AUTHOR]

This study aimed to assess the effectiveness of the Think-Pair-Share (TPS) technique in enhancing students' critical thinking skills and to explore students' perceptions of its application in speaking classes. Using a Classroom Action Research (CAR) design based on Kurt Lewin's model, the study followed the steps of planning, acting, observing, and reflecting. The research was conducted with 30 second-grade students (12 male and 18 female) from SMAN, Aceh, Indonesia, in the 2023/2024 academic year, selected through purposive sampling. Data collection methods included classroom observations, questionnaires, and student interviews, with the analysis carried out using descriptive and qualitative statistics. The findings indicated a significant improvement in students' critical thinking skills, as shown by the increase in performance from Cycle 1 (66.6%) to Cycle 2 (70%). Moreover, the results of the questionnaires demonstrated that students responded positively to the TPS technique. Therefore, the study concludes that the TPS technique effectively promotes critical thinking skills in speaking classes, offering cognitive and engagement benefits.

Secondary school students encounter a wide range of electronic devices in their everyday lives that are not usually covered in physics classes. Examples include mobile phone power adapters that convert high-voltage alternating current to low-voltage direct current. However, such examples are often not used sufficiently in the classroom to provide students with insights into (a) the specific applications of the electronic components used and (b) the underlying electronic design process. To fill this gap, we have designed a new context-based, easy-to-implement teaching-learning sequence that guides students to how to use the electronic design and simulation program KiCad which is being widely used by professionals in the field, (2) build their own analog experimental setup of a mobile phone power supply, and thus (3) understand how a mobile phone power supply works. The presented part of the teaching-learning sequence focuses on the use of KiCad and is designed to allow students to work individually and in groups to learn according to the think-pair-share principle based on a set of tasks we created. This paper examines the pedagogical potential of KiCad and provides a detailed description of the teaching-learning sequence and reports on initial classroom experiences: A total of N = 28 students aged 16 to 17 years participated in the unit as part of an extracurricular course and completed a questionnaire based on the Technology Acceptance Model to investigate the perceived ease of use and usability of the KiCad software. We found that despite the fact that the students had not used KiCad before, they were quite positive about the educational material as a whole and the KiCad software in particular. [ABSTRACT FROM AUTHOR]

Scientific writing is a rewarding, challenging, and necessary part of research. Building skills in scientific writing is critical in graduate student training and provides the foundation for scientific communication at all professional levels. Despite the importance of writing in research, this skill remains a barrier to success for many students. We have developed a practical approach to minimize scientific writing barriers using student-driven, peer-exchange in combination with concrete project goals and dedicated writing group times for a graduate Scientific Writing course. Course topics were drawn from self-identified student challenge areas and presented using in-class activities and discussion. Students selected their semester-long project on which to work, including research proposals, thesis chapters, and manuscripts. Students exchanged two rounds of peer review that provided overview comments and detailed editorial feedback. At each stage of their project, students built on their previous work in response to peer and instructor feedback. All students made progress on their individual projects and the majority improved their skills in at least one challenge area. This student-directed approach to scientific writing offers an opportunity to empower students to improve their writing skills with an emphasis on establishing consistent writing habits that will benefit students throughout their professional careers. [ABSTRACT FROM AUTHOR]

Think-pair and share papers focus on the tests administered to different levels of the students on varied activities. With the help of the results, analysis was shown in the form of a discussion. The paper is based on task-based learning which contributes to collaborative and cooperative learning that do take place in the classroom scenario. Sometimes the content discussed with peers helps the students for deeper learning. Hence the activities related to Dictation Method, Internal Communications, Think Pair and Share Activity among the Engineering Students about writing an email for a job, an activity on Pop Picture Collage, and the activity related to efficient Reading skills. [ABSTRACT FROM AUTHOR]

Penelitian ini ditujukan untuk mengetahui bagaimana kemampuan siswa dalam bernyanyi teknik dan lagu dapat ditingkatkan dengan menggunakan model pembelajaran think-pair-share. Penelitian ini dilakukan di Sekolah GenIUS selama enam minggu dengan subyek penelitian sebanyak 16 siswa. Penelitian ini adalah penelitian kuantitatif dengan metode weak experiment menggunakan static-group Pretest dan Posttest design. Intsrumen yang digunakan untuk memperoleh data telah divalidasi oleh dua orang orang ahli dalam bidang musik dan pendidikan. Nilai yang diperoleh diuji menggunakan Mann-Whitney. Hasil uji hipotesis kemampuan bernyanyi teknik menunjukkan asymp. sig (2-tailed) sebesar 0,004 dan uji hipotesis kemampuan bernyanyi lagu menunjukkan asymp.sig (2tailed) menunjukkan asymp. sig (2-tailed) sebesar 0,002 serta uji hipotesis efikasi diri menunjukkan asymp. sig (2-tailed) sebesar 0,170. Disimpulkan bahwa terdapat perbedaan kemampuan bernyanyi teknik dan lagu pada siswa antara kelas kontrol yang diajarkan menggunakan metode konvensional dengan kelas eksperimen yang diajarkan menggunakan metode think-pair-share, tetapi tidak terdapat perbedaan antara efikasi diri siswa kelas kontrol dengan siswa eksperimen. Siswa kelas eksperimen berkesempatan belajar dengan cara berpasangan, sehingga saling memberikan masukan pada saat latihan. Hal ini membuat waktu berlatih mereka menjadi lebih efektif sehingga kelas eksperimen mendapatkan nilai bernyanyi teknik dan lagu yang lebih baik daripada kelas control. Abstract Think-Pair-Share: Improving Singing Technique, Song, and Self-Efficacy. This study aims to find out how students' abilities in singing techniques and songs can be improved by using the think-pair-share learning model. In this study, students were asked to try to solve problems encountered when practising in pairs. By having the ability to solve these problems, it is expected that students' self-efficacy in singing will also increase. This research was conducted at GenIUS School for six weeks with 16 students as research subjects. This research is quantitative with a weak experimental method using a static-group Pretest and Posttest design. The instruments used to obtain data have been validated by two experts in music and education. The values obtained were tested using Mann-Whitney. The hypothesis test results of the ability to sing techniques show asymp. sig (2-tailed) of 0.004, and the hypothesis test of song singing ability shows asymp. sig (2-tailed) shows asymp. sig (2-tailed) of 0.002, and the self-efficacy hypothesis test showed asymp. sig (2-tailed) of 0.170. It was concluded that there were differences in students' singing techniques and song abilities between the control and experimental classes. However, the self-efficacy of the control and experiment classes was the same. In practical courses, students learn in pairs, so they provide input to each other during practice. This method made sure that the practical class practised more effectively, therefore, got a better score in singing technique and song. Keywords: think-pair-share; technic-singing; song-singing and self-efficacy

The present study was aimed to investigate the effect of cooperative learning on elementary school students' reading comprehension in English. Quasi-experimental nonequivalent control group pretest-posttest research design was employed. The study was conducted on 8th grade students in a Government Girls High School district, Faisalabad. Two sections as intact groups were taken to conduct the experiment which was lasted for 8 weeks. Each group was comprised of 35 students. The English Reading Comprehension test was developed following test construction principles. Experimental group students were taught by cooperative learning techniques Jigsaw and Think-Pair-Share in English reading comprehension, at the same time control group students were taught with the traditional method of teaching. Data were analyzed by using inferential statistics (independent samples t-test and paired samples t-test). Study findings revealed that a significant difference was found between experimental and control group students' reading comprehension in English. Experimental group students significantly performed better in post-test than the control group. It is recommended that cooperative learning might be applied on different school subjects at elementary level. [ABSTRACT FROM AUTHOR]

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Introduction: “Think–Pair–Share” (TPS) is an active cooperative teaching-learning method that encourages as well as allows for individual thinking, collaboration, and presentation. It offers the benefits of small group learning and the development of higher-order thinking skills. It provides immediate feedback to students on their understanding and teachers on the extent of pupil understanding. Thus it helps in modifying both teaching and learning. Hence the current study aimed at comparing the efficacy of TPS with tutorials and assessing the perception of students towards TPS. Methods: 42 students who met the eligibility criteria and consented to participate in the study were included after obtaining Institutional ethics committee clearance and written informed consent. There were 2 test groups. TPS was employed to teach Group 1 while Group 2 was taught by Tutorials simultaneously for 6 sessions. A pre-test and post-test were conducted for each session. A final Multiple choice question test was conducted at the end of the study. The perception of the participants towards TPS was also obtained. Results: Our study did not show a significant difference between the post-test, change in mean post-test over pre-test scores, and final test scores. The participants had a good perception regarding TPS and agreed that it was engaging and improved communication with the teacher. They felt that it also should be used in the future. Conclusion: Although TPS failed to exhibit an improved efficacy, it can be used in the future because it promotes active learner participation, individual thinking, and communication skills as well as provides immediate feedback. [ABSTRACT FROM AUTHOR]

Dealing with students’ conceptions is one of the central elements of student-oriented teaching. In order to be able to organise learning processes efficiently, it is necessary to look at the learners in a differentiated way and to approach their conceptions individually. The first necessary step is the individual diagnosis of each student’s conceptions. This article presents a qualitative study (N=8) that focused on the development of drawing assignments for the diagnosis of conceptions on the topic of plant nutrition. Based on the Cognitive Metaphor Theory (CMT), features were identified that are beneficial for the diagnosis of the conceptions. To achieve this goal, it was crucial to reliably diagnose existing conceptions with valid assignments, which can also be carried out in schools. Research about task design and the proceeding diagnosis of conceptions in the light of the Conceptual Metaphor Theory have received little attention so far. This article therefore deals predominantly with the question about the design of assignments in the context of conceptual change. Based on this, guidelines were derived for the design of assignments for practical use in science education. This study represents the basis for developing a Moodle-based digital learning environment for working with students' conceptions on the topic of plant nutrition in schools.

Ziel des vorliegenden Artikels ist es zu zeigen, wie man kooperative Lernformen auch im virtuellen Klassenzimmer umsetzen kann. Dabei wird zunächst knapp auf die virtuelle Lehre eingegangen, dann das kooperative Lernen skizziert und schließlich gezeigt, wie man kooperative Lernformen auch im virtuellen Klassenzimmer umsetzen kann.

In this paper we provide a description of the project DrIVE-MATH, highlighting the main goals, intellectual outputs, outcomes, the involved partners, and activities and reports from the three-years’ project. At the end we discuss the impact of the new proposed Education models at various levels, from students, to HEIs, to stakeholders.

The Think-Pair-Share (TPS) technique is believed to encourage students who are shy to participate in classrooms. In this method, the instructor poses a problem and the students work on it individually to begin with. Next, they work in pairs and the final step is a discussion held by the entire classroom. The strategy allows students to think for a while, then talk to their partners, or group mates and share ideas. The students are encouraged and motivated to participate in the classroom. TPS is one of the cooperative learning methods that promotes group participation, discussion, critical thinking about the question being considered, presentation of personal ideas and opinions in a supportive environment. Statistics for Computer Science being a core subject and buzz word for the field of computer science engineering and data science, this strategy was implemented for the third-year computer engineering students to bring about an improvement in the conceptual understanding of inferential statistics concept. This proposed research work is an inferential statistical analysis of implemented TPS activity. Pre and post test was conducted for the inferential statistics concept on a random samples of 25 students. Parametric paired t-test is used to validate the hypothesis. Statistical results show that there is an improvement in concept understanding after TPS activity. Moreover, the outcome of the experiment along with feedback from the students related to this strategy are also excellent. [ABSTRACT FROM AUTHOR]

Critical thinking ability needs to be developed from an early age, so it is very important to find an effective learning model to foster critical thinking skills. The learning model being tested is the Problem-Based Learning and the Cooperative Learning Model Think-Pair-Share (TPS) Type. This study aims to see the effect of the learning model reviewed from learning style on critical thinking skills. This research was conducted in SD ABC with a population of 153 students in grade II. This research method is quantitative research using quasi-experimental. Data analysis was tested using normality and homogeneity tests. Hypothesis testing using two-way ANOVA and Tukey's test. The conclusion obtained is that there are differences in the results of critical thinking skills between students who received learning with Problem-Based Learning and Cooperative Learning Model TPS Type with a significance level of 0.017, there is no difference in students' critical thinking skills with auditory learning styles between those who received learning with Problem-Based Learning and Cooperative Learning Model TPS Type with a significance value of 0.211, and there is no difference in students' critical thinking skills with kinesthetic learning styles between those who received learning with Problem-Based Learning and Cooperative Learning Model TPS Type with a significance value of 0.421. Bahasa Indonesia Abstrak: Kemampuan berpikir kritis perlu dikembangkan sejak dini, maka sangat penting untuk menemukan model pembelajaran yang efektif memupuk kemampuan berpikir kritis. Model pembelajaran yang diujicobakan adalah Model Pembelajaran Berbasis Masalah dan Model Pembelajaran Kooperatif tipe ThinkPair-Share (TPS). Penelitian ini bertujuan untuk melihat pengaruh model pembelajaran ditinjau dari gaya belajar terhadap kemampuan berpikir kritis. Penelitian ini dilakukan di SD ABC dengan jumlah populasi 153 siswa di kelas II SD. Metode penelitian ini adalah penelitian kuantitatif dengan menggunakan kuasi eksperimen. Analisis data diuji menggunakan uji normalitas dan homogenitas. Pengujian hipotesis menggunakan ANAVA dua jalur serta uji Tukey. Kesimpulan yang didapatkan adalah adanya perbedaan hasil kemampuan berpikir kritis antara siswa yang mendapatkan pembelajaran dengan Model Pembelajaran Berbasis Masalah dan Model Pembelajaran Kooperatif tipe TPS dengan taraf signifikansi 0,017, tidak ada perbedaan kemampuan berpikir kritis siswa dengan gaya belajar auditori antara siswa yang mendapatkan pembelajaran dengan Model Pembelajaran Berbasis Masalah dan Model Pembelajaran Kooperatif tipe ThinkPair-Share dengan nilai signifikansi 0,211, dan tidak ada perbedaan kemampuan berpikir kritis siswa dengan gaya belajar kinestetik antara yang mendapatkan pembelajaran dengan Model Pembelajaran Berbasis Masalah dan Model Pembelajaran Kooperatif tipe Think-Pair-Share dengan nilai signifikansi 0,421.

The purpose of the study was to explore the perceptions of teacher trainees on the use of think-pair-share in teaching and learning of classification of living organisms. The study adopted a quantitative approach. Both descriptive and inferential statistics were used to report the results of the study. Frequency counts and percentages were used to report the teacher trainees’ perceptions about the impact of think-pair-share learning technique in the teaching and learning of classification of living organisms. The study was carried out in Enchi College of Education in the Aowin Municipality in the Western North Region of Ghana. Stratified, simple random, and systematic sampling techniques were used to select 80 respondents for the study. This was made up of 30 level 300, 30 level 200, and 20 level 100 students, respectively. The participants were subjected to think-pair-share learning technique of teaching. The instrument used for the data collection was a questionnaire guide. The findings of the study revealed that, think-pair-share learning technique of teaching motivate and engage, provide immediate feedback, develop social and physical skills simultaneously, help students to learn with fun and increase students interest and confidence level. It was therefore recommended that creative approach such as think-pair-share learning technique should be adopted by science tutors in Colleges of Education for effective teaching and learning.

The rapid progress of science and technology has resulted in changes in all areas of life. Improving the quality and quality of good education is expected to be able to produce graduates who have high competitiveness to face the tough challenges and competition in the world of work. The purpose of this study was to determine the use of the Think-Pair-Share (TPS) learning method to improve Civics learning achievement in class VII C UPT SMPN 7 Alla in the 2019/2020 school year. This type of research is Classroom Action Research which is carried out in two cycles. The research subjects were students of class VII C UPT SMPN 7 Alla for the academic year 2019/2020, totaling 30 students. Data collection techniques used are tests, observations, questionnaires, interviews, and documentation. The data analysis technique used is an interactive model that has four components, namely data collection, data reduction, data presentation, and drawing conclusions or verification. The results showed that there was an increase in Civics learning achievement in the initial conditions (initial ability test), cycle I, and cycle II. In the initial ability test scores, the average class was only 53.5 with a class completeness of 16.7% and 5 students who scored 70. In the first cycle there was an increase, namely the class average became 69.7 and class completeness increased to 53.3% (an increase of 36.6%) and students who scored 70 were 16 students. Furthermore, in the second cycle also experienced an increase, namely the class average became 81.6 and class completeness became 86.7% (an increase of 33.4%) and the students who scored 70 were 26 students. [ABSTRACT FROM AUTHOR]

Using mastery learning as a conceptual framework, two courses were developed teaching sustainability and life-cycle principles. Course descriptions, student learning outcomes, and details of modules are provided in this case report. The results of teaching 5605: Environmental Systems Modeling over five semesters and the results of teaching 5619: Environmental Engineering Design over two semesters are summarized, including responses of students to end-of-term assessments of teaching effectiveness. Based on student performance and feedback, modified mastery learning is a valid approach to meeting the goal of teaching sustainability and life-cycle principles as part of modeling and design for environmental engineers in ABET-accredited degree programs. Future efforts should include replication with diverse student populations at additional institutions. [ABSTRACT FROM AUTHOR]

Critical thinking skills are essential for success in life and work, and it is essential that learning strategies enable the development of critical thinking skills from the early years of schooling. The objective of this study is to evaluate the e!ectiveness of cooperative learning using the RoundTable and Think-Pair-Share methods in the development of critical thinking skills such as observation, inference making, interpretation, analysis, and argumentation, in 4th graders students. The study employed a quasi-experimental design with a pretest and posttest using equivalent experimental and control groups. Results show that the use of cooperative learning, compared to a more traditional teaching methodology, was more e!ective in developing the critical thinking skills under study. [ABSTRACT FROM AUTHOR]

This study addresses intergenerational learning processes in informal settings by investigating families engaging in science talk and practices during a water quality science workshop led by local science experts. As part of a larger design‐based research study, this analysis examines how modified Think–Pair–Share discussion prompts within the water quality workshop curriculum supported the families' (a) sensemaking strategies and (b) place‐based scientific reasoning about local water sources as they interacted with a community water model. Using sociocultural theories of learning as our foundational basis, we analyzed parent–child interactions and family sensemaking processes that took place in four workshops with 44 h of video data (12 families). Through our analysis, we identified six distinct types of sensemaking conversations that arose during the workshops: (1) family experience connection, (2) rural connection, (3) model contextualizing, (4) parent revoicing, (5) parent questioning, and (6) prediction. We also found that families spatially distributed physical gestures over three media (air, table, community water model) to support different types of sensemaking conversations. Our findings point towards the importance of family discussion prompts in informal programs as a mediational means that connects abstract science topics to local, rural experiences to support family sensemaking practices. Implications for designing family‐focused science workshops in informal settings include designing discussion prompts to spark families' personally relevant connections with science and providing ample physical space for families to gesture during sensemaking conversations. [ABSTRACT FROM AUTHOR]

The objective of this study was to find out the influence of TPS to teach reading comprehension to the Tenth Grade Students at SMA Negeri 1 Sekayu. The subject of this study was the tenth-grade students at SMA Negeri 1 Sekayu in academic year 2019/2020 which amounted to 64 students’ representatives of 193 populations. This study was a quantitative research. This study used quasi-experimental method. The research design used two groups pretest posttest design. The test consisted 30 items in multiple choices. The result of test was calculated by using SPSS Software22. The alternative hypothesis (Ha) was examined through the test. Based on the criteria of testing hypotheses, the alternative (Ha) 5% significance level was t- obtained of the test. It means that teaching reading comprehension by using TPS technique to the Eighth-Grade students of SMA Negeri 1 Sekayu in the academic year 2020 was effective.

The educational potentials of using student response systems (SRSs) as emerging mobile technologies in higher education classrooms are increasing. The need to understand and integrate these technologies into English as a Foreign Language (EFL) contexts has become evident. This mixed-methods study aimed at investigating the effects of an SRS-supported think-pair-share strategy on EFL students' vocabulary achievement at a higher education institution. The participants were 154 university students and seven instructors. Data sources included vocabulary achievement tests, an SRS perception survey, and student and instructor focus groups. T-test analysis of the vocabulary achievement tests revealed the strategy resulted in higher vocabulary achievement. The analysis of the focus group data revealed the pedagogical approach resulted in positive outcomes such as increased student engagement, enhanced concentration on in-class activities, and enhanced feedback in classrooms. Results present recommendations for future research on SRS-supported vocabulary achievement and vocabulary retention in English Language Teaching contexts. [ABSTRACT FROM AUTHOR]

Dealing with students’ conceptions is one of the central elements of student-oriented teaching. To be able to organize learning processes efficiently, it is necessary to look at the learners in a differentiated way and to approach their conceptions individually. The first necessary step is the individual diagnosis of each student’s conceptions. This article presents a qualitative study (n = 8) that focused on the development of drawing assignments for the diagnosis of conceptions on the topic of plant nutrition. Based on the conceptual metaphor theory (CMT), features were identified that are beneficial for the diagnosis of the conceptions. To achieve this goal, it was crucial to reliably diagnose existing conceptions with valid assignments, which can also be carried out in schools. Research about task design and the proceeding diagnosis of conceptions in the light of the CMT has received little attention so far. This article, therefore, deals predominantly with the question about the design of assignments in the context of conceptual change. Based on this, guidelines were derived for the design of assignments for practical use in science education. This study represents the basis for developing a Moodlebased digital learning environment for working with students’ conceptions on the topic of plant nutrition in schools. [ABSTRACT FROM AUTHOR]

Fostering student engagement in low-resource learning environments is a common challenge in health professional education. Content-rich subjects, in particular, are associated with a high risk for disengagement. It is possible to enhance the student experience by incorporating principles of active learning and cognitive psychology within traditional forms of instruction. This study explored osteopathy student perceptions of think-pair-share , a teaching strategy that combines elements of retrieval practice with cooperative learning. Furthermore, this study sought to quantify the effect of think-pair-share on self-reported engagement and academic achievement. Osteopathy students in year two of the program at Victoria University, Melbourne, Australia, were invited to participate. A pre-post design which conceptualised think-pair-share as an educational intervention was used. Twelve pathology lectures were divided into subtopics of 12–20 min duration. After each sub-topic, a short-answer question was posed to the class for consideration using the think-pair-share approach. A post-test survey assessed self-reported engagement and perceptions of the teaching strategy. Seventy-six second-year osteopathy students participated. Participants reported significantly higher levels of engagement (p < 0.001) following instruction with think-pair-share. Whilst the intervention did not appear to have an impact upon final grades, the majority of learners were satisfied with the approach. Qualitative feedback on the think-pair-share strategy was largely positive: perceived benefits to learning emerged as a dominant theme. Learners also valued the collaborative nature of this teaching strategy. Think-pair-share is an inexpensive teaching strategy that was received well by osteopathy students. This easily implemented technique can transform a didactic lecture into a collaborative community of active learners. [ABSTRACT FROM AUTHOR]

No contexto educacional, metodologias ativas são diretrizes que orientam ações pedagógicas nas quais o aluno é o protagonista do seu processo de aprendizagem. Este artigo tem como objetivo apresentar a análise de contribuições e de desafios da utilização da metodologia ativa Think-Pair-Share, apoiada no uso de um simulador on-line, para o processo de ensino e aprendizagem de retificadores, em aulas de Eletrônica Analógica de um curso técnico em Automação Industrial. A pesquisa foi qualitativa, do tipo intervenção pedagógica. Os dados, coletados por pré-teste e pós-teste, observação durante a aplicação de uma sequência didática e questionário, mostraram que a proposta trouxe contribuições significativas para o processo de ensino e aprendizagem, embora tenha ocorrido certa resistência em termos de posturas mais participativas.

The purpose of the study was to explore the perceptions of teacher trainees on the use of think-pair-share in teaching and learning of classification of living organisms. The study adopted a quantitative approach. Both descriptive and inferential statistics were used to report the results of the study. Frequency counts and percentages were used to report the teacher trainees' perceptions about the impact of think-pair-share learning technique in the teaching and learning of classification of living organisms. The study was carried out in Enchi College of Education in the Aowin Municipality in the Western North Region of Ghana. Stratified, simple random, and systematic sampling techniques were used to select 80 respondents for the study. This was made up of 30 level 300, 30 level 200, and 20 level 100 students, respectively. The participants were subjected to think-pair-share learning technique of teaching. The instrument used for the data collection was a questionnaire guide. The findings of the study revealed that, think-pair-share learning technique of teaching motivate and engage, provide immediate feedback, develop social, and physical skills simultaneously, help students to learn with fun and increase students interest and confidence level. It was, therefore, recommended that creative approach such as think-pair-share learning technique should be adopted by science tutors in Colleges of Education for effective teaching and learning. [ABSTRACT FROM AUTHOR]

Background: There is lack of interest in the subject of community medicine among undergraduate MBBS students leading to poor understanding of community problems and drastic fall in preventive, promotive component of health care. Aim: To evaluate effectiveness of interactive teaching learning (ITL) over traditional teaching learning (TTL) methods in creating interest in the subject. Objectives: 1. To identify the need of interactive teaching among students. 2. To know the perception of students towards it.3. To know the views and opinion of faculties towards it. Materials and Methods: An interventional study at NRIIMS, Vishakhapatnam. After need assessment survey, under graduate MBBS students were randomly allocated to study (A) and control groups (B). 2 topics were taught using ITL 1& 2 in group A and TTL in group B. After a washout period of 15 days, 2 other topics were taught using ITL3 & 4 in group B and TTL in group A, which was followed by assessment. Feedback from students and faculties were taken at the end of session. Results: 82% of students felt significant need of interaction in classroom. There was an increase in performance of students in the intervention group in terms of better scores (>75% score) which was found to be statistical significant in all the four sessions (P value are 0.0230, 0.0058, 0.0075, 0.0034 for TPS, BS, CBS, PTP respectively). Students were satisfied, so as the faculties with the implementation of ITL module. Conclusions: Student performance was increased. Overall satisfaction was good among students and faculties.

Helping students to have good conceptual understanding is one of the purposes of learning mathematics. During class observations the researchers found some students still struggling with mathematics conceptual understanding. This research implemented the Think-Pair-Share (TPS) learning model along with mind mapping as an effort to improve students’ conceptual understanding of mathematics. The research was conducted with four students of grade VIII A using Classroom Action Research (CAR) at Sekolah Palembang Harapan in 3 cycles. Each cycle consisted of 5 stages. The researcher used four instruments: quiz, the mentor's observation sheet, the mentor’s feedback, and journal reflection. The result showed that the implementation of TPS with mind mapping improved the students’ understanding of mathematical concepts. BAHASA INDONESIA ABSTRAK: Membantu siswa untuk memiliki pemahaman konsep yang baik adalah salah satu tujuan pembelajaran matematika. Selama melakukan pengamatan proses pembelajaran di kelas, peneliti menemukan bahwa siswa masih bergumul dengan pemahaman konsep matematika. Penelitian ini bertujuan menerapkan model belajar Think-Pair-Share (TPS) dengan Mind Mapping untuk meningkatkan pemahaman siswa tentang konsep matematika. Penelitian Tindakan Kelas ini dilakukan kepada 4 murid kelas VIII A Sekolah Palembang Harapan dengan 3 siklus. Tiap siklus terdiri dari 5 tahapan. Data dikumpulkan dengan menggunakan empat instrumen yaitu kuis, lembar observasi guru mentor, umpan balik guru mentor dan jurnal refleksi. Hasil penelitian menunjukkan bahwa TPS dengan Mind Mappingmeningkatkan pemahaman siswa tentang konsep matematika.

Think-pair-share (TPS) is a collaborative teaching activity first proposed by Frank Lyman of the University of Maryland in 1981. It can be used to help learners form individual ideas, discuss, and share with others in small groups. Willingness-to-communicate (WTC) can be defined as "an individual's volitional inclination towards actively engaging in the act ofcommunication in a specific situation, which can vary according to interlocutor(s), topic, and conversational context,among other potential situational variables" (Kang, 2005, p. 291). The adopted design for this study was a mixed-methods one in a small sample size and was conducted in Kish Language Institute. For this purpose, nine upper-intermediate female learners participated in the study. During five sessions, voice recording and a willingness-to-communicate questionnaire were used. It was found out that the number of turn-takings and interruptions fluctuated between groups during sessions, but the main inclination was toward elevation. Furthermore, in terms of the questionnaire, learners' perceptions were more promising in posttest in comparison with the pretest. Finally, the results of the statistical analyses revealed that the willingness-to-communicate of EFL learners in fifth session was significantly higher than their performance in the first session. At the end, some classroom implications are provided.

Copious research demonstrates the benefits of adding active learning to traditional lectures to enhance learning and reduce failure/withdrawal rates. However, many questions remain about how best to implement active learning to maximize student outcomes. This paper investigates several “second generation” questions regarding infusing active learning, via Think-Pair-Share (TPS), into a large lecture course in Computer Science. During the “Share” phase of TPS, what is the best way to debrief the associated course concepts with the entire class? Specifically, does student learning differ when instructors debrief the rationale for every answer choice (full debrief) versus only the correct answer (partial debrief)? And does the added value for student outcomes vary between tasks requiring recall versus deeper comprehension and/or application of concepts? Regardless of discipline, these questions are relevant to instructors implementing TPS with multiple-choice questions, especially in large lectures. Similar to prior research, when lectures included TPS, students performed significantly better (~13%) on corresponding exam items. However, students’ exam performance depended on both the type of debrief and exam questions. Students performed significantly better (~5%) in the full debrief condition than the partial debrief condition. Additionally, benefits of the full debrief condition were significantly stronger (~5%) for exam questions requiring deeper comprehension and/or application of underlying Computer Science processes, compared to simple recall. We discuss these results and lessons learned, providing recommendations for how best to implement TPS in large lecture courses in STEM and other disciplines.

Problem: Think-pair-share (TPS) is a teaching strategy that promotes active and collaborative learning; however, the effectiveness and applicability of this strategy in its original or altered form remain to be established, especially in health professions education. As a first step in this direction, the objective of our study was to examine the perceived effectiveness and applicability of TPS including storytelling (TPS-S) in an oral pathology seminar from the perspectives of students, seminar instructors, and peer instructors (experienced instructors who observed the seminar). Intervention: Prompts for individual thinking (T), pair discussion (P), and class sharing (S) included clinical case-based questions related to diagnosis and management and wildcards with additional information about the cases. In addition to the traditional TPS phases, the experiences of the leading instructor in dealing with the cases discussed in the seminar were shared through storytelling to model good practices in clinical diagnosis and management. Context: Our study was conducted in the School of Dentistry at the University of Alberta. Participants in this mixed-method study included third (Y3) and fourth (Y4) year dental students (n = 55) in their clinical training, seminar instructors (n = 2), and peer instructors (n = 3). Data from students, seminar instructors, and peer instructors were obtained through the Student Evaluation of Educational Quality (SEEQ) questionnaire, journaling, and interview, respectively. Descriptive statistics were performed to analyze SEEQ dimensions and statements (factors). MANOVA was used to determine significant differences between Y3 and Y4 students for SEEQ dimensions and ANOVA to identify the factors that accounted for significant differences. Qualitative data were analyzed using inductive content analysis. Impact: Participants positively valued the TPS-S seminar. Students rated all SEEQ dimensions between good and very good and regarded the seminar as superior to traditional lectures. Perceived conditions that facilitated the implementation of TPS-S included the use of real-life clinical cases, instructor facilitation skills, and the scaffolded structure of the seminar. Perceived conditions that hindered the implementation of TPS-S included unequal participation of Y3 and Y4 students, time constraints, and issues related to student pairing. Lessons learned: TPS-S was perceived as effective to improve clinical learning and applicable to dental clinical education as long as its implementation matches the characteristics of the learning context. Further evidence is needed to empirically demonstrate the effectiveness and applicability of TPS-S. [ABSTRACT FROM AUTHOR]

Abstract This research aims to find out the implementation of Think-Pair-Share technique on speaking skill in improving speaking skill of Physics Students of Tadulako University. The research applied quasy experimental using t-test statistics with non-equivalent control group design. The samples were chosen purposively. The researcher intentionally selected Class B as experimental group and Class D as control group. The instruments of data collection were test to measure students’ speaking. Data were analyzed by using t-test. The result of students speaking skill after taugh by Think-Pair-Share Technique has been improved. It was found that the mean score of students’ speaking skill in experimental group posttest (70.50) is greater than the control group (67). The comparison result through t-test indicates that tcounted value = 3.255 > ttable value = 2.002. Therefore, the implementation of Think-Pair-Share technique has improved students’ speaking skill of Physics Students of Tadulako University. Keywords: Speaking Skill, Cooperative Learning, Think-Pair-Share.

Penelitian ini bertujuan untuk mengetahui apakah pembelajaran matematika berbasis open-ended problem dengan model think-pair-share lebih efektif dibandingkan pembelajaran matematika konvensional terhadap kemampuan berpikir kreatif peserta didik kelas VIII. Penelitian ini dilaksanakan di SMP Negeri 1 Dlingo, Bantul, Yogyakarta pada Semester Gasal. Populasi penelitian ini adalah peserta didik kelas VIII A, VIII B, VIII C, VIII D dan VIII E semester 1 SMP Negeri 1 Dlingo . Sampel yang digunakan adalah dua kelas yang diambil secara teknik cluster random sampling, yaitu kelas VIII C sebagai kelas eksperimen, kelas VIII B sebagai kelas kontrol, sedangkan untuk kelas uji coba adalah kelas IX A. Posttest dilakukan untuk mengetahui kemampuan berpikir kreatif peserta didik setelah diberi perlakuan. Soal tes yang diberikan, terlebih dahulu telah diujicobakan di kelas uji coba. Hasil penelitian tersebut menunjukkan bahwa pembelajaran matematika berbasis open-ended problem dengan model think-pair-share lebih efektif dibandingkan pembelajaran matematika konvensional terhadap kemampuan berpikir kreatif peserta didik.

Copious research demonstrates the benefits of adding active learning to traditional lectures to enhance learning and reduce failure/withdrawal rates. However, many questions remain about how best to implement active learning to maximize student outcomes. This paper investigates several "second generation" questions regarding infusing active learning, via Think-Pair-Share (TPS), into a large lecture course in Computer Science. During the "Share" phase of TPS, what is the best way to debrief the associated course concepts with the entire class? Specifically, does student learning differ when instructors debrief the rationale for every answer choice (full debrief) versus only the correct answer (partial debrief)? And does the added value for student outcomes vary between tasks requiring recall versus deeper comprehension and/or application of concepts? Regardless of discipline, these questions are relevant to instructors implementing TPS with multiple-choice questions, especially in large lectures. Similar to prior research, when lectures included TPS, students performed significantly better (~13%) on corresponding exam items. However, students' exam performance depended on both the type of debrief and exam questions. Students performed significantly better (~5%) in the full debrief condition than the partial debrief condition. Additionally, benefits of the full debrief condition were significantly stronger (~5%) for exam questions requiring deeper comprehension and/or application of underlying Computer Science processes, compared to simple recall. We discuss these results and lessons learned, providing recommendations for how best to implement TPS in large lecture courses in STEM and other disciplines. [ABSTRACT FROM AUTHOR]

In the summer semester 2020, the module "People in different stages of life" in the Bachelor program "Interprofessional Health Care, B.Sc." had to be adapted to online teaching. The module exam, originally planned as an oral presentation, was presented by the students in interprofessional tandems as a video presentation using case studies. Based on cognitive and social constructivism, all students reflected on these video presentations using the "Think-Pair-Share" method. Similar to regular inverted classroom methods, knowledge transfer through the video presentations was asynchronous and cognitively constructive; accompanying discussion questions of the respective speakers were answered in writing by the fellow students (Think). The students met independently online in small groups on a regular basis to discuss the respective presentations and questions based on personal and professional experiences (Pair; socially constructed). In open online debriefings with the lecturers, the speakers and all interested students, relevant aspects were taken up and discussed again (Share). First experiences showed that the students enjoyed the production of the video presentations and that many of them voluntarily participated in the discussion rounds, in which aspects of health care beyond the presentations were discussed. Considering the experiences made, continuing online teaching in this format may be worthwhile for both lecturers and students. [ABSTRACT FROM AUTHOR]

Background: The traditional method of teaching and role of student compromises of passive note taking and regurgitation of factual information. The recent trends of active learning engage the students in some activity that forces them to reflect upon the ideas and thus use these ideas actively. This allows the students to be mentally and physically active by gathering information, thinking & problem solving. However, Think-Pair-Share Strategy help the learners by giving them time to think, then involving another colleague to look at the problem with different point of view. As a result they may be more willing and less apprehensive in sharing the ideas with a larger group. This study focuses on including Think-Pair-Share method of learning to allow active involvement of students thus helping them in deep understanding of the knowledge. Material and Methodology: In this experimental study, 100 students of first year physiotherapy were chosen using convenient sampling method with random allocation. The students were taught the viva subjects using Think-Pair-Share method each week. Data was obtained on the basis of viva marks of formative examination. Pre and post assessment viva score was compared for results.Result: The ‘THINK-PAIR-SHARE’ method proved to be effective when was implemented in the academic schedule of first year physiotherapy students. It helped the students to improve their learning capacities, thinking skills and sharing abilities. An improvement of 11.6% and 6.1% was found in the preliminary examination scores of exercise therapy and electrotherapy viva subjects respectively. The ‘THINK-PAIR-SHARE’ strategy was mainly the result of improvement in their examination score. Conclusion: The ‘THINK-PAIR-SHARE’strategy is found to be highly effective in improvement in the examination marks, thinking skills, sharing abilities is concerned. [ABSTRACT FROM AUTHOR]

This study was conducted to explore the English teachers’ attitude toward the implementation of Think-Pair-Share in teaching reading comprehension. The aim was to describe the implementation of Think-Pair-Share in teaching reading comprehension by English teachers, reveal the difficulties faced by English teachers in teaching reading comprehension using Think-Pair-Share technique, and explain how the English teachers solve their problem in teaching reading comprehension using Think-Pair-Share technique.In this study, I used qualitative method. The participants of this research were all of the English teachers in SMK N 1 Randudongkal in the academic year of 2016/2017. In this research, I used questionnaire, interview, classroom observation and document analysis as data collectionmethods.The result revealed that the implementation of Think-Pair-Share in teaching reading comprehension was quiet different for each teacher such as including all language skills, using game as variation, or implementing Think-Pair-Share with no variation. This study showed that there were two main problems faced by the English Teachers: the lack of preparation and students’ limited vocabulary.In conclusion, Think-Pair-Share was an interesting and helpful technique that helped English teachers in the teaching and learning process. Besides, it helped students to be actively engaged in the classroom activity.

Writing is considered as the most difficult skill to master compared with the other skills because it involves many language elements such as content, organization, vocabulary, grammar and mechanics. The research examines the effect of two independent variables (Think-Pair-Share and Direct instruction method) on dependent variable (Writing Descriptive skill). The samples were class A1 2016 as the experimental class and A3 2016 as the control class. Each class consisted of 32 students. The instruments used covered the risk-taking’s questionnaire and writing test. Before applying the questionnaire of risk-taking, it was tried out to class A2 2016 to find out the validity and the reliability of the instrument. Meanwhile, before conducting the writing test, it needs to test the readability of the writing instruction. The treatment was conducted in eight meetings, and the 9th meeting was allocated for the post-test. The data were then analyzed using ANOVA and Tukey test. From the analysis, it reveals that: (1) Think-Pair-Share is significantly different from direct instruction method to teach writing; (2) the students with high level of risk-taking have better writing than those with low level of risk-taking; and (3) there is an interaction between teaching methods and the students’ level of risk-taking. Even though Think-Pair-Share is effective to teach writing, teachers must consider about the students’ condition, in this case their level of risk-taking.

The current study investigated the impact of using two cooperative learning strategies on the development of oral English language fluency among Iranian intermediate EFL learners. First, 72 learners studying at a private English language institute were randomly assigned to two experimental groups and one control group, each of equal size (n = 24). An equivalence of language proficiency between the members of the three groups was confirmed with the results from an Oxford Placement Test. Next, all participants undertook an oral fluency pre-test prior to either an eight-week treatment intervention or control phase. Over the eight-week study duration, the two treatment groups were each engaged in different cooperative learning approaches either Numbered heads or Think-pair-share while the control group was engaged in conventional teacher-centered learning activities. One week after the last treatment session, all participants undertook the oral fluency post-test. A comparison of mean oral fluency score gains between the two treatment and control groups suggested that both cooperative learning approaches were valuable in supporting learners’ spoken English fluency, with treatment group members significantly outperforming those in the control group. This study offers an important case of how the implementation of cooperative learning approaches can be valuable in developing important capacities like oral fluency over relatively shorty periods of time. Further, we emphasize the strong potential that such learner-centered, communicative approaches can have in imparting innovation and revitalization to teaching approaches that are not optimal for fluency development.

Background: There is lack of interest in the subject of community medicine among undergraduate MBBS students leading to poor understanding of community problems and drastic fall in preventive, promotive component of health care. Aim: To evaluate effectiveness of interactive teaching learning (ITL) over traditional teaching learning (TTL) methods in creating interest in the subject. Objectives: 1. To identify the need of interactive teaching among students. 2. To know the perception of students towards it.3. To know the views and opinion of faculties towards it. Materials and Methods: An interventional study at NRIIMS, Vishakhapatnam. After need assessment survey, under graduate MBBS students were randomly allocated to study (A) and control groups (B). 2 topics were taught using ITL 1& 2 in group A and TTL in group B. After a washout period of 15 days, 2 other topics were taught using ITL3 & 4 in group B and TTL in group A, which was followed by assessment. Feedback from students and faculties were taken at the end of session. Results: 82% of students felt significant need of interaction in classroom. There was an increase in performance of students in the intervention group in terms of better scores (>75% score) which was found to be statistical significant in all the four sessions (P value are 0.0230, 0.0058, 0.0075, 0.0034 for TPS, BS, CBS, PTP respectively). Students were satisfied, so as the faculties with the implementation of ITL module. Conclusions: Student performance was increased. Overall satisfaction was good among students and faculties. [ABSTRACT FROM AUTHOR]

This study investigated the feasibility of using a web-based Student Response Systems (SRS) to promote interaction in an undergraduate class of 239 students. The study was conducted at a tertiary institution in Guyana, a developing country, faced with technological challenges that made it impractical for every student in the class to respond individually using the SRS. The challenges were addressed by using the Think-Pair-Share model which uses peer discussions, in combination with the shared use of response devices, whereby the large class was subdivided into smaller groups of two to four students, with one student from each group posting the response using the SRS. The Interactivity construct was measured through aspects of learning which included involvement, engagement, participation, feedback and self-assessment. An independent samples t-test was conducted to compare student perceptions of their level of interactivity in class before and after the study. Results indicated that there was a significant difference in their average levels of interactivity before (1.7±0.536) and after the study (4.4±0.483); t = -53.6, p = 0.000 suggesting that the use of shared response devices to post responses in combination with the Think-Pair- Share model can increase individual student interactivity even in a large class [ABSTRACT FROM AUTHOR]