Improving Grade 7 Students’ KAAP Composition Skills through Think-Pair-Share Cooperative Learning and Chatbots

Abstract

The objectives of this study were to: (1) design instructional strategies that integrate Think-Pair-Share cooperative learning approaches with chatbot technology to enhance KAAP Composition teaching, (2) evaluate the impact on student achievement by comparing performance levels before and after implementing the Think-Pair-Share cooperative learning method with chatbot integration, and (3) assess student engagement and attitudes toward learning experiences that combine Think-Pair-Share collaborative methods with AI chatbot assistance. The study participants consisted of 23 seventh-grade students enrolled at Thungnonghaengprachasan school during the first semester of 2024 academic year. The participants were identified and selected using purposive sampling methodology. The research instruments included (1) a chatbot of KAAP Composition, (2) lesson plans that integrate Think-Pair-Shar cooperative learning strategies with chatbot technology, (3) a learning achievement test, and (4) a student satisfaction questionnaire. Data were analyzed using mean, standard deviation, and t-test for dependent samples. The findings of the study revealed that: 1) The integration of Think-Pair-Share cooperative learning strategies with chatbot technology in KAAP Composition received the highest possible evaluation rating. 2) Students’ achievement scores in KAAP Composition significantly improved after experiencing the Think-Pair-Share cooperative learning method enhanced with chatbot technology, with post-intervention results exceeding pre-intervention measures at the p < .05 significant level. 3) Seventh-grade students reported the highest level of satisfaction with the integrated approach that combined Think-Pair-Share collaborative methodology and chatbot assistance in their learning experience.