Volume 27, Issue 1 (March 2023)
Physiol Pharmacol 2023, 27(1): 28-33 |
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Manasa M R, Karant C, Bhimalli S. A comparative study of the efficacy of “Think-Pair- Share” method over tutorials in Pharmacology forundergraduates. Physiol Pharmacol 2023; 27 (1) :28-33
URL: http://ppj.phypha.ir/article-1-1891-en.html
URL: http://ppj.phypha.ir/article-1-1891-en.html
Abstract: (929 Views)
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.
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.
Type of Manuscript: Experimental research article |
Subject:
Pharmacokinetics/Dynamics
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