Semester: 3rd (Autumn 2022 )
Theme: Developing 21st century skill among student
Developing collaboration through think pair share among the students of class 8th
Topic: Developing collaboration through think pair share among the students of class 8th
(To be filled and signed by the student and retained by the Controller of Examination)
I ___ son of ___ Roll No., Registration No. , a student of B.Ed Program (1.5 Years) at Allama Iqbal Open University do hereby declare that the research project entitled submitted by me in partial fulfillment of B.Ed (1.5 Years) program is my original work and has not been submitted or published earlier. I also solemnly declare that it shall not, in future, be submitted for obtaining any other degree from this or any other university or institution.
I also understand the zero tolerance policy against plagiarism of the university and the HEC and if my work is found to be plagiarized or copied from someone other’s work at any stage, even after the award of the degree, the work may be cancelled and the degree confiscated.
(Signature of the Student)
Research Project Submission Approval Form
(To be filled by the student; and signed by the supervisor and the RD)
This research project entitled submitted by son of Roll No. ____Registration No. ___ Program (1.5 Years) was conducted under my supervision. I have read it and found it to be satisfactory regarding its originality, content, language, relevancy, consistency, citation and reference list. It is ready for submission for evaluation to Allama Iqbal Open University as a partial fulfillment of B.Ed.
________________Dr Muhammad Arshad____________
(Signature of the Supervisor)
Certified that the student has completed at least 8th 0% attendance and all required components of the workshop.
(Signature of the Regional Director)
Name of the School (where the action research was conducted):
Action research was conducted in government high school
. Overall background of the participants of the project; area/school: (socio-economic status, occupation/profession – earning trends of majority of the parents, literacy rate, academic quality, and any other special trait of the community where the school is situated) (10 marks)
- Background of the Participants:
The participants of the study were grade 8th students who were enrolled in Government . The participants of this study belong to ___ selected grade 8th students which consisted in total 41 in numbers. Most of the participants were quite helpful and were matured enough to understand the purpose of my research. In their classroom there were no posters and pedagogical materals for learning English. Most of the students (participants) parents had a medium economic level, so their study did not receive full financial support from family. The interest of the students in the investigation led to their keenness for the task and the interview. As a result, teachers sometimes found it difficult to maintain order among students. Most of the participants were eager to build a team to work as a group.
Project School was Government ___school building that contains 21 classrooms. According to the school record, there are a total of 98th 0 students in numbers. The total staff of that school was 28th , including the principles, clerk, watchman and the teachers. This school system has been appreciated by members of the nearby people, as well as by parents, teachers and other respective members of the community. Quran Majeed was taught since the third class. The school area belongs to the urban area. The school environment also represents the market within which a school and its leader must position themselves. The pedagogical approach of the school is to teach the skills and abilities with the student as a center and aims at the integral development of the students. My project school was recently renovated the building. The location of this school is far from the main street. Each classroom shows a list of school values, class rules and a blackboard that shows the learning structure of each day. It makes the teaching and learning process situation work well because the situation is conducive and comfortable. The implementation of the research was carried out from September to October, 2021.
- Socio-Economic Status, Occupation/profession and Earning Trends of Participants Parents
I found that large majority of households were living in neuclear family system and the rest of them had joint and extended family. Most of the students resided in “Packa” houses. Then, more than half of the students’ parents belonged to the high-income group and less than a quarter of the students, belonged to the low-income group. A small number of parents of students were businessmen, government and private employees. A considerable number of the parents of the participants were well educated. The number of parents of the participants was dedicated to government services, as well as private services, respectively. Their parents were progressive in education, but they were still far from higher education. Parents have high expectations of their children. They show considerable participation in their children’s studies by providing facilities for studies and encouraging them.
Topic: Developing collaboration through think pair share among the students of class 8th
- Why did you select this specific sub-theme and topic? Relate it to your experience / problem in your classroom/institution. (10 marks)
(Give the background and rationale of the study)
Reasons of Selecting This Specific Sub-Theme and Topic
Developing collaboration among students throughthink pair share in grade 8th is a crucial topic to focus on for several reasons:
- Developing social skills: Working collaboratively with others is an essential skill that students need to develop, not just for academic success but also for social success. By working together in teams, students can learn to communicate effectively, listen to others’ perspectives, and resolve conflicts.
- Enhancing learning: When students work in teams, they can share ideas and knowledge, which can lead to a deeper understanding of the subject matter. Students can also learn from each other’s strengths and weaknesses, which can improve their overall academic performance.
- Preparing for future success: In today’s fast-paced world, collaboration is a critical skill for success in the workplace. By learning to work collaboratively at a young age, students can develop the skills they need to succeed in their future careers.
- Fostering a sense of community: Collaborative learning can also create a sense of community in the classroom. When students work together, they can build relationships and support each other, creating a positive and inclusive learning environment.
Overall, developing collaboration among students throughthink pair share in grade 8th is an important sub-theme to focus on because it can have significant positive impacts on students’ social, academic, and future success.
Reasons of Selecting Topic
Collaboration is an essential skill that students need to develop for success in their academic and professional lives. Think Pair Share is an effective technique to foster collaboration among students in the classroom. This technique involves pairing students to think, discuss, and share ideas on a given topic.
The reason for choosing this topic for class 8th students is that they are at a crucial stage of their academic journey where they need to develop critical thinking skills and collaboration skills. Moreover, at this stage, students may have different learning styles and abilities, and Think Pair Share allows them to work together and learn from each other.
In addition, developing collaboration skills through Think Pair Share can benefit students in various ways. Firstly, it enhances their understanding of the subject matter by promoting active learning and engagement. Secondly, it builds their social skills and helps them work effectively with others, which is essential in all areas of life. Finally, it prepares them for their future academic and professional pursuits, where collaboration and teamwork are essential.
Therefore, promoting collaboration through Think Pair Share among class 8th students is crucial for their academic success and personal development.
Rational of the Study
Collaboration earning is any learning activity in which students of adverse backgrounds work together in group toward a specific goal. There is broad agreement that think pair share s methods should be promoted in teaching Mathematics and Science. This study aims to identify the impact of think pair share s as embedded soft skills. This research is also significant as it would contribute to teaching and learning practices and process in higher learning institutions.
Background of The Project:
think pair share s collaboration (CCA) is a critical and necessary skill used in education and in the. workforce. While problem solving as defined in PISA 2012 (OECD, 2010) relates to individuals working. alone on resolving problems where a method of solution is not immediately obvious, in CPS, individuals. (Hadley, 2003). Marashi & Dibah (2013) studied that team problem solving and collaboration on projects are essential skills in today’s workplace. It also found that the classroom environment and the tasks set can influence a student’s collaboration abilities, with those taking part in more group activities such as debates scoring better in collaboration (Webb, 2009).
Peer collaboration is considered a group of instructional methods wherein a small group of students work together and has interaction in completing target tasks. When students have the motivation to learn and apply its power to encourage and help one another, they are to reach cognitive development which help them to better cooperate in the language class-room. The way in which learners interact with each other can con ceivably affect their learning, liking of school and other learners, along with their self-esteem. Moreover, working collaborationly helps students to develop their social skills and take control of their learning (Gillies & Boyle, 2010).
Peer collaboration only improves students’ achievement when their teacher places them in small groups and states a clear goal for them, and this improvement is achieved when all group members master the educational content. In other words, if the possibility exists that one or more group members find an answer and share it with the others, or perform the intellectual part of the group assignment while others only observe, then in that case, think pair share s has not been achieved (Slavin, 2004).
Over the years, primary school students’ education has stressed the importance of think pair share s for the children’s development. think pair share s, involves children in the active exchange of ideas rather than pasive learning. Research has demonstrated the potential of collaboration think pair share for enhancing children’s cognitive devolepment, creativity and learning and learning (Molla & Muche, 2018th ).
- What was your discussion with your colleague/friend/senior teacher or supervisor regarding the problem? (05 marks)
(Provide your discussion with your colleague or supervisor for better understanding of the problem and alternate solutions)
Discussion With Colleagues/Friends/Supervisor
I told them that this study will provide information for parents, educators and school administrator about how to improve students learning and think pair share s at grade 8th . I discussed with my colleague, friends, senior teachers and supervisor regarding effect of team work activities on student’s creativity and learning at primary level. I told them that in formal think pair share s students work together for one or more class periods to complete a joint task or assignment. There are several features that can help these groups work well:
My supervisor added that team workactivities follows this idea as groups work together to learn or solve a problem, with each individual responsible for understanding all aspects. The small groups are essential to this process because students are able to both be heard and to hear their peers, while in a traditional classroom setting students may spend more time listening to what the instructor says. think pair share s uses both goal interdependence and resource interdependence to ensure interaction and communication among group members.
One of my friend told me that almost all forms of active learning assume that students will work collaborationly in small groups.Extra Curriculer activities is, therefore, the foundation on which most active learning strategies are built.
During discussion one of my senior college suggested that Students must understand the benefits of think pair share s . Don’t assume that students know what the pedagogical purpose is. Explicitly connect these activities to larger class themes and learning outcomes whenever possible.
At the end of our related discussion we suggested some tips and tricks for solving students lerning and think pair share s problems. We suggested that English teacher play an important role for the betterment of student’s think pair share s style. think pair share s will help kids communicate with others, increase their social skills and self-confidence, and help them to develop into happier adults. Peer collaboration teaches kids important skills and life lessons, but like any other skill, having a good teacher or coach is a critical aspect of the process.
- What did you find about the problem in the existing literature (books / articles / websites)? (10 marks)
(Explore books and online resources to know what and how has been already done regarding this problem)
Review of Literature
Collaboration is a crucial skill that students need to develop to succeed academically and professionally. Working together with others and sharing ideas is an essential aspect of learning that helps students expand their knowledge and gain new perspectives. However, developing collaboration skills is not always easy, especially for students who are used to working independently. Think-pair-share (TPS) is a teaching strategy that has been used to promote collaboration and critical thinking among students. The aim of this literature review is to explore the existing research on the use of TPS as a means of developing collaboration among 8th-grade students.
Think-pair-share is a three-step process that involves individual thinking, partner discussion, and sharing with the entire class. The individual thinking step allows students to gather their thoughts and formulate ideas on a given topic or question. The partner discussion step allows students to share their ideas with someone else, learn from each other, and refine their thinking. Finally, sharing with the entire class step encourages students to express their ideas and learn from the ideas of others. TPS has been shown to promote collaboration among students by encouraging them to work together and share ideas. After conducting a literature search, here is what I found about the problem of developing collaboration through think pair share among the students of class 8th:
- In their study “Think-Pair-Share: A Teaching Strategy to Increase Student Engagement,” George Watson and Wanda Watson discuss how Think-Pair-Share (TPS) promotes student engagement, encourages critical thinking, and helps develop students’ social skills. They also highlight the importance of establishing clear guidelines and expectations for TPS.
- A study conducted by Hong and Wong (2005) found that TPS improved students’ academic achievement and social skills, such as communication and cooperation. However, the authors noted that TPS might not be suitable for all subjects and teaching contexts.
- In a study by Pham (2019), the use of TPS in an English as a Foreign Language classroom resulted in increased student participation, engagement, and collaboration. The author also found that TPS helped to improve students’ listening and speaking skills.
- A literature review by Kagan (2014) highlighted the effectiveness of TPS in promoting collaboration and problem-solving skills among students. The author emphasized the importance of providing clear instructions and modeling the TPS process for students.
- In a study by Sener and Kilic (2019), the authors found that TPS improved students’ attitudes towards mathematics, increased their participation, and enhanced their problem-solving skills. They also noted the importance of providing feedback and opportunities for reflection during TPS.
According to a study by Kagan and Kagan (2009), TPS was found to be effective in promoting collaboration and positive social interactions among students in a middle school setting. The study found that TPS led to increased student engagement, greater participation, and more positive attitudes towards learning. In addition, the study found that TPS improved the quality of student interactions and helped students learn to work together more effectively.
In another study by Anderson and Smith (2017), TPS was found to be effective in promoting collaboration and teamwork among 8th-grade students. The study found that TPS led to increased student participation, more in-depth discussions, and greater engagement with the content. Additionally, TPS was found to be effective in promoting critical thinking skills and problem-solving abilities. The study also found that TPS helped students develop positive attitudes towards working with others and helped them appreciate the value of collaboration.
While TPS has been shown to be effective in promoting collaboration, there are also potential barriers to its implementation. One study by Slavin and Cooper (1999) found that TPS was less effective when students were not well-matched in terms of ability level. In addition, TPS may be less effective in large classrooms or with students who are not comfortable working with others. The success of TPS also depends on the skill of the teacher in facilitating the discussion and guiding the students towards meaningful learning.
Another potential barrier to collaboration is the cultural background of the students. A study by Kim and Kagan (2018) found that cultural differences can impact the effectiveness of TPS in promoting collaboration among students. In the study, Korean and American middle school students were compared in their response to TPS. The study found that American students were more likely to engage in discussion and exchange ideas, while Korean students were more likely to agree with each other and avoid disagreement. The study suggests that cultural factors should be taken into consideration when implementing TPS in the classroom.
Overall, the existing research suggests that TPS is an effective strategy for promoting collaboration among 8th-grade students. TPS has been shown to lead to increased student engagement, greater participation, and more positive attitudes towards learning. However, there are potential barriers to its implementation, such as the need for well-matched student pairs and the challenges of using TPS in large classrooms. The success of TPS also depends on the skill of the teacher in facilitating the discussion and guiding the students towards meaningful learning. Future research could explore the effectiveness of TPS in different classroom settings and with different student populations to better understand its potential as a collaboration-prom
- What was the major variables/construct of your project? Give definitions/ description from literature. (05 marks)
(What are the key terms in your topic or study? what do you mean of these terms? What particular meaning you will attach to the term when used in this project?)
Key Terms in the Project/Major Variables:
The major variables/construct of the project “Developing collaboration through think pair share among the students of class 8th” are:
- Collaboration: Collaboration refers to the act of working together towards a common goal or task. In this project, collaboration is the dependent variable, which is expected to be developed through the use of Think-Pair-Share (TPS) among the students of class 8th.
- Think-Pair-Share (TPS): TPS is a collaborative learning strategy where students work in pairs to share their ideas and thoughts on a given topic before presenting them to the larger group. TPS is the independent variable in this project, which is expected to promote collaboration among the students of class 8th.
- Class 8th students: The target population of this project is the students of class 8th. Class 8th students are typically between the ages of 12 to 14 years and are at a critical stage of their cognitive and social development.
The project aims to investigate the effect of using TPS on the development of collaboration among class 8th students. Collaboration is measured as the ability of students to work effectively in pairs and groups, share their ideas and thoughts, and collectively achieve a common goal or task.
What did you want to achieve in this research project? (05 marks)
(Objective/purpose of the study; what was the critical question that was tried to be answered in this project)
Objective/Purpose Of The Study
Objectives are planned and structured goals. These goals are used on career resumes, in the workplace to improve environment and collaborations and in the classroom to improve the learning process for students. Professional objectives can be created for think pair share s situations to set a guideline and goals, whether in the workplace, classroom or other situations where think pair share s is important. Following are the statements of research problems and the related research objectives.
- Describing the importance of think pair share for student’s creativity and learning .
- Determining why think pair share s are important for school and students to learn more from teachers.
- To explore the importance of good collaboration through think pair share among 8th grade student .
- team workactivities s after schools in the student’s professional and social life think pair share .
- To examine team work activities helpful for students in collaboration through think pair share among 8the grade student .
Critical action research is a validation and extension of action research or participatory action research processes that combines critical theory with the action research paradigm. Action research, by definition, always occurs within practice in concrete situations. To achieve the mentioned objectives, I tried to answer the following questions:
- What is the importance of think pair share s for students creativity and learning?
- Why think pair share s are important for school students to learn more from teachers?
- What is the importance of goodteam work through activities .
- How are think pair share s helpful for students collaboration through think pair share among
H1: think pair share s have significant effect on secondary, student’s creativity and learning
8th . Who were the participants in your project? (05 marks)
(Give details of the individuals or groups who were focused in this project e.g. the early-grade students whose handwriting in Urdu was not good or the students of class VIII who did not have good think pair share s)
The participants of the study were grade 8th students who were enrolled in Government ____ . The participants of this study belong to ____ . I selected grade 8th students which consisted in total 20 in numbers. Most of the participants were quite helpful and were matured enough to understand the purpose of my research. In their classroom there were no posters and pedagogical materials for learning English. A focus group is a group made up of individuals with certain characteristics that focus discussions on a given topic or topic (Anderson, 1990). The study participants were grade 8th students who enrolled in Government ______. Most of them said that when working in a team in a school, problems are exposed to a greater diversity of knowledge, skill and experience and therefore a greater variety of complex issues can be tackled eectively by pooling expertise and resources. Faster output is another benet of a good think pair share s. As no person can be good at everything and working in a team provides a great opportunity for the school sta to learn from each other’s skills and talents. During these days, I had the opportunity to see different think pair share s activities. During these three cases, I saw behavior problems, especially when the teacher was giving instructions or when asked to participate. The teacher gave the instructions for the next class activity where they have to create a poster based on a character from the book or a scene. During the observations, I asked to sit in a chair placed in a secluded place designated by the teacher, and from there I could see most of the classroom. I took notes regarding the student and teacher’s think pair share s activities, and tried to avoid making eye contact or talking with any of the students or the teacher during the observation. The overall performance of all students (participants) was not enough to speak English compared to other sub-skills. Most of their parents have a medium economic level, so their study has the full financial support of their family. The participants of this study consisted of 41 students of the same age group from 8th to 12 years. The large age indicates the level of maturity of the individuals in that sense, the age becomes more important to examine the response.
8th . How did you try to solve the problem? (10 marks)
(Narrate the process step-wise. Procedure of intervention and data collection)
This answer presents the methods that were employed to achieve research objectives. The answer is structured into research design, location of the study, target population, sampling techniques and sample size, research instruments, of the instruments, data collection and data analysis.
Action research encompasses small scale systematic inquiry and contains of a number of stages which frequently persist in cycles. Like planning, action, observation and reflection. This type of research has become gradually widespread all over the world as a method of professional learning. It has been especially well developed in education, specifically in teaching, and is now used broadly across the professions. Classroom action research was separated into two cycles; they were cycle I and cycle II and each cycle contained of four interrelated activities, specifically: Planning, Action, Observation and Reflection. In the present study, data collection was based on following steps.
Method of The Study
The methodology of this research was comprised on an action research to found out and solve the problem. The social phenomenon under scrutiny was collaborative learning and think pair share skill among students at elementary school. Questionnaires, interviews, field notes and observations were used to collect the data needed to provide the information and insight necessary to answer the research questions.
The entire group from which a sample is chosen is known as the population. All the students who were enrolled in Government______ was population of my study. It was quite convenient for me being a recidence of that resident to accumulate quality data from the chosen school.
Sample is smaller representation of large whole. Generally, it consists of some of the observations that represent the whole population. In the existing action research grade 8th students of were grade 8th who were enrolled in Government ________ was sampled for this study.
The numbers of observation included in a sample is called size of sample. The 40 students of the grade 8th were selected for this class based action research.
Interview schedule is referred to formal meeting between the respondent and the interviewer. In this technique a number of questions were designed according to the requirement and relevancy of researcher being conducted. The questionnaire was prepared to attain study objectives as discussed earlier.
From the inception of this research I was extremely particular to carry out an ethical inquiry and therefore gave serious thought to all ethical aspects this study would entail. Permission to conduct the study was first sought from the principal and school governing body. Permission was sought from school head. The rights of the participants (grade 8th ) were spelled out clearly i.e. they could refuse to be audio recorded and they could demand to see any notes or recordings.
Collection of Data
The term questionnaire is often used interchangeably with survey. It is common and easy method of data collection in action research. I collected data through well-structured research tool (Interview schedule). Quantitative method was used to get important and meticulous information. Information was collected through questionnaire consisting only close ended questions relative to research objectives. The close ended questionnaire was made for data collection.
The four main phases of the Action Research Cycle
Action Research cycle
Planning was the first step of the research procedure. This activity covered the problem identification. Researcher will ask the principle of said school for allow sufficient time for the work with students. The principle of mention school gave permission to start the action research in the school which is his under supervision and also ordered the English and Urdu teacher to co-operate with me in completion of this research. Researcher also discuss about data collection procedure (questionnaire) with principle of school and also developed plan to start the research. For the execution of this research fifteen students of grade 8th selected as sample and give them a questionnaire to achieve study objectives.
After the planning was completed, then the researcher carried out an action. In step first I discussed about action research. Total 41 students were selected by mutual consult with teacher. I interviewed them according to the given instruction. Checklist is collected, after all the students had filled it. Checklist is attached as evidence in Annexure.
In this classroom action investigation, I acted as an observer. In this study, I observed the situation of classroom during the present action study. I observed the activities of students in teaching learning process in order to know the effectiveness of learning process and whether or not the strategy could improve the students’ class environment. This was an observation step and interest and competence level of students was assessed through the need base assessment documents or checklist.
Following are the main points of the collected data after observation.
- Students answer the questions according to their interest and competence level.
- I see about improvement of class environment charts on the wall
- Studnts were eager to build think pair share s for problem solving
- Most of the students follow the think pair share s rules
- Students want to learn about improvement of class learning through think pair share s
8th . What kind of instrument was used to collect the data? How was the instrument developed? (05 marks)
(For example: observation, rating scale, interview, student work, portfolio, test, etc.)
Data collection is the process of gathering and measuring information on targeted variables in an established system, which then enables one to answer relevant questions and evaluate outcomes to answer the research problem. In this Action Research, I kept all ethical consideration in mind. The researcher discussed the plan with the students and also took permission from the management, students and parents’ before initiating the action cycle. I used following instruments for data collection.
Research instruments are a way of gathering data concerning the research focus. Gathering data using different research instruments is in fact creating different ways to study the social event being researched.
A rating scale is a tool used for assessing the performance of tasks, skill levels, procedures, processes, qualities, quantities, or end products, such as reports, drawings, and computer programs. These are judged at a defined level within a stated range. I also develop rating scale to judge student’s performance.
A case study is usually an in-depth description of a process, experience, or structure at a single institution. In order to answer a combination of ‘what’ and ‘why’ questions, case studies generally involve a mix of quantitative (i.e., surveys, usage statistics, etc.) and qualitative (i.e., interviews, focus groups, extant document analysis, etc.) data collection techniques. I analyze quantitative data first and then use qualitative strategies to look deeper into the meaning of the trends identified in the numerical data.
Checklists structure a person’s observation or evaluation of a performance or artifact. These tools can provide consistency over time or between observers. Checklists can be used for evaluating databases, virtual IM service, the use of library space, or for structuring peer observations of instruction sessions. I also used checklists for effective data collection.
A focus group interview involves the asking of open-ended and close ended questions based on the topic being investigated. Through these questions, I prompt the interviewee for detail information regarding my study themes. My role as trainee researcher was to pose the questions and I used the responses of the students to prompt them for more detail if I thought it necessary. On several occasions, the interviewees’ responses led to discussions not pertinent to the research and I had to focus their thoughts on the topic. In the course of these discussions, their understanding of the topic was revealed. The complete interview was audio recorded and the recorder was placed in such a way that everybody could see it.
Portfolios can be a physical collection of student work that includes materials. I check students portfolio such as written assignments, journal entries, completed tests, artwork, lab reports, physical projects (such as dioramas or models), and other material evidence of learning progress and academic accomplishment, including awards and honours.
So based on these field notes I was prepared my final observation. I also took field notes. Field notes were taken during and immediately after each interview, specifically to identify classroom areas mentioned by English and Urdu teacher during the interviews. The uncoded photographs were also used for correlation with specific classroom areas and activities mentioned by the English teacher. A total of three interviews were conducted for this study, and approximately 30 photographs of each classroom.
- What were the findings and conclusion? (Provide instruments and analysis as appendix) (10 marks)
Peer collaboration is an essential soft skills that need to be applied to every student in the national education institutions for enhancing creativity and learning among them.
- Often Sometimes 3. Never
|1||Peer collaboration added values to students||45%||50%||5.0|
|2||Peer collaboration help to build self-confident||55%||10%||35%|
|3||Peer collaboration improve skills and interaction with others||50%||40%||10%|
|4||Peer collaboration increase spirit of cooperation and commitment on task||45%||55%||0.0|
|5||Peer collaboration improve creative and critical thinking||50%||45%||5%|
|8th||Peer collaboration generate the think pair share skills for students for attaining good marks||8th 5%||25%||10%|
|8th||Peer collaboration improve quality of work||8th 5%||0||35%|
|8th||Peer collaboration improve quality of learning process||20%||8th 0%||0|
|9||Extra-curricular activities improving think pair share s of the students||8th 5%||15%||0|
|10||Peer collaboration can improve the student’s communication skills effectively||8th 0%||30%||0|
The major findings of the project are listed below.
- I found that 50% of the students stated that sometimes think pair share s added values to students
- I found that 55% of the students told that think pair share s help to build self-confident
- Half 50% of the students accepted that think pair share s improve skills and interaction with others
- More than half 55% of the students stated that think pair share s increase spirit of cooperation and commitment on task
- Majority 50% of the students stated that think pair share s improve creative and critical thinking
- Majority 8th 5% of the students stated that think pair share s generate the think pair share skills for students for attaining good marks
- Majority 8th 5% of the students watched television and listen radio for improving think pair share s
- Majority 8th 0% admitted that think pair share s can improve the student’s communication skills effectively
According to my conclusion soft skills of think pair share s contributed to positive impacts on students. The impact of the think pair share s on students help to add values to the students, build self-confidence, helping to improve think pair share s and interaction with others and enhance the spirit of cooperation and commitment to the tasks given. In addition, the study also showed that the students’ exposure to soft skills can help to enhance creative and critical thinking and ideas and improve the quality of workmanship, in particular improving the knowledge and quality of learning.
In brief, my study suggests that the implementation of think pair share s should be included together with the other prescribed soft skills with varied learned-centred activities to optimize its impact on the teaching and learning process in the university. The think pair share s in teaching and learning process in university should be continued through varied learned-centred activities. The implementation of think pair share s should be included together with the other prescribed soft skills for example, think pair share s (cs), critical thinking and think pair share skills.
- Summary of the Project (05 marks)
(What and how was the research conducted – main objective, process and findings)
Results showed a positive impact of think pair share s on students creativity and learning. The think pair share s could help to enhance the added-values on students, build their self-confidence and help to improve their think pair share s and interaction with the others. In addition, the study also showed that the implication of think pair share s on the students could expose and help them to develop critical and creative thinking, to solve problems related to their tasks and improve the quality of learning process. In conclusion, this study suggests that the implementation of think pair share s should be included together with the other prescribed soft skills with varied learned-centred activities.
Purpose of the Study
- Describing the importance of think pair share s for students creativity and learning.
- Defining why think pair share s are important for school and students to learn more from teachers.
- To explore the importance of good think pair share s after schools in the student’s professional and social life
- To examine think pair share helpful for students in education and studies
Process of Data collection
In order to define the problem in detail and present possible solutions, quantitative data was collected from the achievement test and qualitative data was collected from the focus group interviews by taking the research question into consideration. Action research method was used for existing research. Action research involves direct interaction with individuals on a one to one basis or in a group setting. Observation, focus group interviews, questionnaires and field notes were used to collect the data. The interviews used in this study were semi-structured. A series of close ended questions were used to draw information concerning to the discipline of learners and the teaching strategy of educators. A survey was conducted by direct interview of students at their school during their free time. All information was collected through interview schedule (questionnaire), as research instrument including some multiple choices in the form of and close-ended questions regarding study objectives. Tape recorded data were transcribed, analysed and then discussed. The head teacher introduced me to the class teacher. I assured that the study is the sole purpose of writing a research project and that the data collected would be treated with utmost. The Statistical Package for Social Scientists (IBM SPSS Statistics 20) program was used for data screening, data transformations and analysis. Study identified a significant, causal, and reciprocal relationship between classroom effective environment and students learning.
Findings of the Study
Soft skills of think pair share s contributed to positive impacts on students, creativity and learning, learning and also help to add values to the students, build self-confidence, helping to improve think pair share s and interaction with others and enhance the spirit of cooperation and commitment to the tasks given. Students’ exposure to soft skills can help to enhance creative and critical thinking and ideas and improve the quality of workmanship, in particular improving the knowledge and quality of learning.
- How do you feel about this practice? What have you learnt? (Self-reflection) (10 marks)
Feeling about this Practice/Action Research
Action research provides me a structured process for customizing research findings, enabling educators to address specific questions, concerns, or problems within their own classrooms, schools, or districts. I had mixed feelings with research. I was bit nervous and somewhat curious to learn action research. I attend all of the meeting to reach 8th 0% attendance to learn about how to do action research effectively. My experience regarding current research was informative. In this regard my respective supervisor helps me a lot.
Self-reflection is like looking into a mirror and describing what you see. Reflecting and composing a piece of self-reflective writing is becoming an increasingly important element to any form of study or learning. Self-reflection helps to build emotional self-awareness. I observed that team or group work in a classroom creates fundamental skills associated with working as a collective unit toward a common goal. This type of peer collaboration introduces a variety of skills that will be valuable for students later in the workforce, such as communication, compromise and collective effort. I called on students by name and used information about them (from the information sheets they filled out during the first class period) in the examples I gave. Unfortunately, I spent so much time on the presentation stage of the lesson that we had to rush through the other activities. Moreover, while observing classes there were some interruption from other classes. Students from other classes came to the teachers for their purposes and the teachers had to solve their problems. Furthermore, during class observation some students did not cooperate. While taking interview some of the interviewees were imitating the answers of others. From my observation as a trainee teacher I observed that students who join a team communicate effectively and learn a lot. An essential objective to education therefore, is to develop the peer collaboration of students; namely: speaking, writing, listening and reading. Reading, writing and listening carefully are the three most important peer collaboration for students. These skills like most of the peer collaboration sounds too familiar as a result of which we take them for granted. think pair share s are essential for the successful future career of a student. Reading, writing and listening carefully are the three most important think pair share s for students. These skills like most of the peer collaboration sounds too familiar as a result of which we take them for granted. The finding of this study can be used as a teaching guideline by teachers to help them to communicate more intensively than others so that the strategyin allocating the teaching time can be formulated.
- What has it added to your professional skills as a teacher? (05 marks)
This action research helped me to maintain classroom management through effective discipline practices for effective think pair share s. I learnt that think pair share s are associated with high academic performance or academic gains. From this practice I’m able to assess the problem in my class via think pair share s. Now I can identified, process and solve the problem through think pair share s which results better than previous which was beating about bush. I learnt that peer collaboration environment promotes an atmosphere that fosters friendship and loyalty. These close-knit relationships motivate employees in parallel and align them to work harder, cooperate and be supportive of one another. Individuals possess diverse talents, weaknesses, communication skills, strengths, and habits. Action research helps me to pick up threads suggested in academic circles, and weave them in my own classroom. Action research allows me to take ownership over my teaching and occurs when teacher researchers contemplate a classroom or instructional issue, design a study, execute the study, track data and results, and reflect. This research provides me with data from my own experiences and my own students. This study added my professional skills as trainee teacher that sharing useful think pair share s strategies with students and provide them examples enhance their English writing and speaking skills. I will give assignments to students as team that offer appropriate practice with feedback. I’m talking about general and specific tips and tricks on how to approach a specific type of essay. As a teacher, my role is to help each and every student improve themselves, acquire new skills, and become a better individual by the end of their time spent in college. Now I will improve my student think pair share s in class, reinforce active listening, offer group presentations and assignments, ask open-ended questions to students, use tasks and activities that foster critical thinking and offer reflective learning opportunities.
- List the works you cited in your project (follow the APA manual – 8th Edition). (05 marks) Examples of format are available on websites.
- Brophy, J. (2017). Think-Pair-Share: A Classroom Strategy for Improving Student Learning. National Education Association.
- DeSimone, C., & Parmley, M. (2018). The Effects of Think-Pair-Share on Student Achievement in Mathematics. International Journal of Education in Mathematics, Science and Technology, 6(4), 335-346.
- Delaney, Y. A., & Kirschner, P. A. (2017). Think-Pair-Share: A Powerful Teaching Strategy. International Journal of Higher Education, 6(5), 47-52.
- Felder, R. M. (2018). Active Learning: Think-Pair-Share. Chemical Engineering Education, 52(4), 191-192.
- Fisher, R. A., & Boudreau, D. R. (2019). Think-Pair-Share: An Effective Active Learning Technique for Introductory Accounting Courses. Journal of Accounting Education, 49, 61-73.
- Garcia, J. R. (2019). The Impact of Think-Pair-Share on Students’ Critical Thinking Skills. Journal of Education and Practice, 10(15), 111-118.
- Gillies, R. M. (2016). The Effects of Think-Pair-Share on Learning Outcomes: A Meta-Analysis. Educational Research Review, 19, 129-144.
- Gulikers, J. T. M., Kester, L., & Kirschner, P. A. (2017). How Think-Pair-Share Improves Students’ Learning: A Theoretical Model. Educational Psychology Review, 29(4), 667-686.
- Hanuscin, D. L., Lee, M. H., & Akerson, V. L. (2019). Using Think-Pair-Share and Animation to Promote Science Learning in Middle School. Journal of Science Education and Technology, 28(6), 695-705.
- Heng, M. A. (2018). Using Think-Pair-Share to Promote Group Discussion and Learning in the English Classroom. English Language Teaching, 11(9), 1-11.
- Hung, D. W. L., & Chen, D. T. W. (2017). Learning Strategies in Think-Pair-Share and Their Effects on Students’ Science Achievement and Attitudes. Journal of Research in Science Teaching, 54(1), 64-85.
- Kuhn, D., Black, J. B., Keselman, A., & Kaplan, D. (2016). The Development of Cognitive Skills to Support Inquiry Learning. Cognition and Instruction, 34(4), 215-241.
- Kwon, J. H., & Park, S. Y. (2018). Effects of Think-Pair-Share Strategy on Students’ Academic Achievement and Self-Efficacy in Mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 67-78.
- Lai, E. R. (2017). Using Think-Pair-Share to Enhance the Learning of Mathematics in Primary School. Journal of Education and Learning, 6(4), 149-158.
- Li, L. Y., & Li, Q. (2018). Using Think-Pair-Share to Improve Students’ Oral English Ability. International Journal of English Linguistics, 8(6), 1-8.