Think-pair-share and its influence in the academic performance of students in an Inorganic chemistry class

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Author: Ureta, Ricver P.

Accession Number: 163AR

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Copyright Year: 2013

Abstract:

University of Saint La Salle, Bacolod City taking up ELSCI102- Inorganic Chemistry during the second semester of academic year 2012-2013. Twenty-four (24) students were matched-paired based on their average grades for prelim and midterm. All twenty-four of them were taught the same topic using lecture-discussion method but half of them had the opportunity to do think-pair-share moments in class. A pretest was conducted in both groups and the result showed that the mean of the controlled group is higher than the experimental group. But when their scores were compared, there were no significant difference. After two weeks of intervention, both groups had shown an increase in their post intervention performance significantly. However, it can be noted that when these two groups were compared according to their scores during the post-test, there was no significant difference in their performance. In fact, the controlled group remained to have slightly higher mean compared to the experimental group. Thus, two important insights were captured from these results. One, exposing students to a different strategy requires a longer time especially that they have to move out from their comfort zones. Second, the nature of the subject matter has also to be considered before the use of strategy since there are topics which are best taught using a specific approach or pedagogy.


Keywords: Think-pair-share, academic performance of students in Inorganic chemistry

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