Advancing Elementary School Pupils’ Mathematics Achievement and Self-Concept through the Think-Pair-Share (TPS) Model
Keywords:
Elementary School Pupils, , Mathematics Achievement, Self-Concept, Think-Pair-Share (TPS)Abstract
The impact of the Think-Pair-Share (TPS) cooperative learning approach on the mathematical proficiency and self-perception of elementary school pupils was examined in this study. With two intact primary 5 classrooms, a quasi-experimental pre-test/post-test approach was used. The TPS model of collaborative learning was used to teach mathematics to the experimental group (n = 26), whereas traditional teacher-centered approaches were used to educate the control group (n = 26). A self-concept questionnaire and an achievement test in standardized mathematics were used to gather data. The study was conducted using four research questions. Regardless of starting achievement levels, the experimental group's mathematics performance significantly improved on post-tests following a 6-week intervention. Descriptive statistics, t statistics and ANCOVA were used to analyze the data. According to the results, pupils in the experimental group significantly outperformed those in the control group in both their mathematics achievement and mathematics self-concept scores. These results offer compelling empirical support for the TPS model's efficacy as a teaching method for raising students' academic achievement in mathematics while simultaneously encouraging positive attitudes and self-assurance in their mathematical prowess.
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