COLLABORATIVE LEARNING MANAGEMENT USING THE THINK - PAIR - SHARE TECHNIQUE TO ENHANCE THE ABILITY TO MAKE MATHEMATICAL PREDICTIONS IN GRADE 7 STUDENTS

Abstract

The purposes of this research were 1) to investigate the ability to generate mathematical prediction statements, and 2) Study the satisfaction of Grade 7 students towards cooperative learning using the Think-Pair-Share technique. The instructional tools used consisted of 9 lesson plans with an arithmetic mean ranging from 4.00 to 4.38 and a standard deviation ranging from 0.00 to 0.49. The measurement and evaluation tools consisted of 1) A set of 3 subtests measuring the ability to generate mathematical prediction statements, with difficulty indices ranging from 0.44 to 0.79, discrimination indices ranging from 0.33 to 0.85, and reliability coefficients for each test being 0.68, 0.73, and 0.74, respectively. 2) A main test to measure the ability to generate mathematical prediction statements, with difficulty indices ranging from 0.26 to 0.77, discrimination indices ranging from 0.30 to 0.82, and an overall reliability coefficient of 0.90. and 3) A questionnaire measuring student satisfaction towards cooperative learning using the Think-Pair-Share technique, with all items having an Index of Item-Objective Congruence (IOC) ranging from 0.67 to 1.00 and an overall reliability coefficient of 0.98. The sample group consisted of 36 students selected through cluster sampling. The average score of students who met the 60% passing criteria was 26 students, which accounted for 72.22%. Analysis of the satisfaction questionnaire revealed that in the domain of learning management, the mean score was 4.28; for the content used in the learning process, it was 4.36; and for the teacher's performance, it was 4.44, all indicating a high level of satisfaction. For hypothesis testing, the Z-test was used at the 0.05 significance level. The result, where z_c > 1.645, leading to the rejection of H_0. This indicates that students who received cooperative learning with the Think-Pair-Share technique, which enhanced their ability to generate mathematical prediction statements, had higher learning scores than the set criteria and reported high satisfaction levels.
The results showed that more than 60% of the students scored above the set criteria, which was statistically significant at the 0.05 level. Moreover, the study of student satisfaction with the cooperative learning technique revealed an average satisfaction level above 3.50, indicating high satisfaction, which was also statistically significant at the 0.05 level.