The Application of Think-Pair-Share to Enhance Learning Achievement and Learning Satisfaction in Social studies of Grade Six Bhutanese Students
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Abstract
This study aimed at investigating the effectiveness of Think-Pair-Share strategy on students’ learning achievement and learning satisfaction of grade six Bhutanese students in social studies. A mixed method was used to examine the learning achievement using Think-Pair-Share and to find out their learning satisfaction in social studies. The target group consisting of 31 grade six students was selected to participate in this study as the research school had only one section of grade six. The instruments used to gather the quantitative and qualitative data were four lesson plans, achievement tests (pretest and posttest) and semi-structured interview, respectively. The quantitative data gathered through the pretest and the posttest were analyzed using sample paired t-test based on mean, SD and significant value. The qualitative data collected through semi-structured interview was analyzed using thematic analysis. The result of the pretest and the posttest score analysis showed a significant difference between the posttest mean (x̅ = 17.3) and pretest mean (x̅ = 12) with the mean difference of 5.3. The significant value for the group was .001, indicating a significant increase in the posttest scores as compared to the pretest. Similarly, the data analyzed from the semi-structured interview confirmed that students derived positive learning satisfaction. Hence, the TPS strategy supports learning social studies of grade six Bhutanese students.
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