The Effect of Think-pair-share Learning on Junior High School Students’ Achievement in Algebraic Expressions: Pre-test-Post-test Non-equivalent Control Group Design
Charles Kojo Assuah *
Department of Mathematics Education, University of Education, Winneba, P.O. Box 25, Winneba, Ghana.
Gershon Kwame Mantey
Department of Mathematics Education, University of Education, Winneba, P.O. Box 25, Winneba, Ghana.
Louis Osei
Department of Mathematics Education, University of Education, Winneba, P.O. Box 25, Winneba, Ghana.
*Author to whom correspondence should be addressed.
Abstract
This study explores the effect of think-pair-share learning on junior high school students’ achievement in algebraic expressions. The study used the pre-test-post-test non-equivalent control group design. The participants were selected from two intact classes (already-formed groups) and received either an intervention (the treatment group) or not an intervention (the control group). The control group received the conventional learning method often used in the classroom. The participants consisted of hundred (100) third year junior high school students of equal mathematics ability (control group = 54 students; experimental group = 46 students) from a junior high school in the central region of Ghana. For the pre-test and post-test scores, the Shapiro-Wilk had a p-value greater than .05 (p > .05) for each statistic, indicating that both the pre-test and post-test scores were normally distributed, before and after the intervention. The results of the independent samples t-test before the intervention, indicated a non-statistically significant difference between the experimental and control pre-test scores (t = -.48, p > .05, C. I = [-1.78, 1.08]). A one-way ANOVA after the intervention, indicated that the effect of the method of instruction was significant for student scores, F (1, 98) = 353.98, p <.05. Also, the paired-sample t-test for the pre-test and post-test scores indicated the students’ post-test scores were statistically higher than their pre-test scores (t (98) = -8.44, p < .05), Further, the results of the independent samples t-test for the post-test also indicated statistically significant differences between the experimental and control post-test scores (t = -22.68, p <.05, C. I = [-24.29, -20.40]). The implications of this study are that, through think-pair-share learning, students gain leadership and decision-making skills, enhance their communication skills, develop confidence in their problem-solving abilities, nurture positive attitudes toward their colleagues and take personal responsibility. The study concludes that the think-pair-share learning has a positive effect on junior high students’ achievement in algebraic expressions.
Keywords: Algebraic expressions, the pre-test-post-test non-equivalent control group design, intervention, think-pair-share learning, intact classes