Accepted Manuscripts                   Back to the articles list | Back to browse issues page

XML Print

Abstract:   (88 Views)
Introduction: “Think–Pair–Share” is an active cooperative learning strategy which encourages and allows for individual thinking, collaboration and presentation. It offers the benefits of small-group learning and development of higher order thinking skills.  It provides immediate feedback to students on their understanding and to teachers on the quality of student understanding. Thus both students and teachers can modify their learning and teaching respectively. Hence the present study was planned to compare the efficacy of “Think-pair-share” with tutorials and to assess the perception of students towards “Think-pair-share”.
Methods: The study was conducted after obtaining Institutional Ethics committee approval. 42 students who met eligibility criteria and consented to participate in study were included after obtaining written informed consent. They were divided into 2 groups. Group 1 was taught by “Think-pair-share” while Group 2 was taught by Tutorials simultaneously for 6 sessions. Pretest and post-test was conducted for each session. A final MCQ test was conducted at the end of study. The perception of the participants towards Think-Pair-Share was also obtained.
Results: There was no 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 Think Pair Share and agreed that it was engaging and improved communication with the teacher. They felt that it should be used in future also.
Conclusion: Although Think Pair Share failed to exhibit an improved efficacy, it can be used in future because it promotes active learner participation, individual thinking, communication skills and provides immediate feedback.

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.