Utilising the Think-Pair-Share Technique in the Learning of Probability

Lee, Cheryl; Li, Hui-Chuan; Shahrill, Masitah

doi:10.12928/ijeme.v2i1.8218

Cited by 23 publications

(14 citation statements)

References 23 publications

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“…On the other hand, the class which is taught by think-pair-share showed that their mean score of students' mathematical communication skills is 88.47. As consequently, we can inference that the mean score of students' mathematical communication skills class using the think-pair-share learning approach gets higher the class using a problem-posing learning approach (Li & Shahrill, 2018;Siswono, 2004;Tint & Nyunt, 2015).…”

Section: Resultsmentioning

confidence: 85%

“…Our research reveals that the think-pair-share cooperative learning model has significantly influenced students' achievement, mathematical problem-solving skills, and mathematical communication skills. A few research (Khaleel & Hamdan, 2017;Li & Shahrill, 2018;Tint & Nyunt, 2015) have reported that think-pair-share has gradually improved students to be active in the classroom activities. Tint & Nyunt (2015) who said that the think-pair-share cooperative learning has promoted their students to be active in the classroom computer-based learning environment.…”

Section: Resultsmentioning

confidence: 99%

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the Effect of Problem-Posing and Think-Pair-Share Learning Models on Students’ Mathematical Problem-Solving Skills and Mathematical Communication Skills

Rohim

Umam

2019

J. Edu. Teach. Learn.

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The main purpose of this study was to compare and examine the effectiveness of problem-posing and think-pair-share cooperatives' learning models on mathematical problem-solving skills and mathematical communication skills. This study was experimental research with a quasi-experimental design. The samples of the study were 41 students for classroom experiments and 40 students for classroom control. The instruments employed in this study were pre-test and post-test. The instruments were made in essay forms which design to measure students’ mathematical problem-solving skills. The result of the study showed that problem-posing and think-pair-share are very effective to improve students’ mathematical achievements. However, between the problem-posing and think-pair-share, the think-pair-share is more effective than problem-posing, view from the standards of mathematical problem-solving skills and mathematical communication skills of Junior High School students.

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Section: Resultsmentioning

confidence: 85%

Section: Resultsmentioning

confidence: 99%

the Effect of Problem-Posing and Think-Pair-Share Learning Models on Students’ Mathematical Problem-Solving Skills and Mathematical Communication Skills

Rohim

Umam

2019

J. Edu. Teach. Learn.

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“…Students subsequently write reflective statements and then work in pairs or small groups to discuss and complete assignments. Although not focused on GIS&T instruction, several previous studies demonstrate the effectiveness of active learning in increasing student engagement and performance (see Poirer & Feldman, ; Bergmann & Sams, ; Berrett, ; Camacho‐Miñano & del Campo, ; Estes, Ingram, & Liu, ; Prahl, ; Lee & Shahrill, ). Some disadvantages of active learning strategies have also been noted, such as the added time needed for preparing materials (Hanson & Moser, ; although Scheyvens et al, suggest otherwise) and challenges presented by large class sizes (Bonwell & Eison, ).…”

Section: Introductionmentioning

confidence: 99%

GIS&T pedagogies and instructional challenges in higher education: A survey of educators

Mathews

Wikle

2019

Transactions in GIS

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Anyone involved in teaching the principles and applications of geographic information science and technology (GIS&T) understands the challenges of effective instruction within an environment subject to nearly constant change. Indeed, the dynamic nature of GIS&T introduces both new paradigms and increasingly powerful tools for exploring spatial relationships. However, while past efforts among educators and practitioners have identified knowledge and competencies important to GIS&T learning, less attention has been directed at methods used to teach GIS&T. For example, while some instructors employ traditional approaches such as lectures and structured laboratory exercises, others have shifted to active learning strategies such as “flipped classrooms” and collaborative, project‐oriented assignments. In this article, we assess the pedagogical approaches used to teach GIS&T courses through an Internet‐based survey of 318 college and university faculty. Our findings demonstrate that active learning pedagogies are becoming more firmly established, supplementing or replacing traditional teaching approaches. Contrary to our assumptions, age and teaching experience are not factors that influence the adoption of active learning strategies. Along with assessing instructional approaches, our survey identifies the challenges associated with teaching GIS&T, as identified by survey respondents.

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“…This learning model is also used to other disciplines to improve students' learning outcomes, such as computers [15], physics, chemistry, biology, and even in statistics [10] and mathematics [16]. In mathematics, TPS can also be applied in various fields study, such as geometry [17], probability [18], and to improve multiple aspects of instruction in mathematics, such as communication ability [19], learning motivation [16,20], and critical thinking [9].…”

Section: Introductionmentioning

confidence: 99%

Implementation of think-pair-share to mathematics instruction

Tanujaya

2019

EduLearn

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The purpose of this research was to study the procedure of think pair share, the type of cooperative learning models, which can be implemented in mathematics instruction in Manokwari, West Papua Indonesia. This study was conducted at Senior High School in Manokwari (SMA Negeri 1), Manokwari West Papua Indonesia. The research was carried out using research and development methods. The Think Pair Share learning model was modified to get the procedure of implementation in accordance with the characteristics of students studying mathematics in Manokwari, West Papua. The results of the research showed that there were two principals in the application of the think pair share model in mathematics instruction in Manokwari West Papua, selection of group members and the determination of the number of group members. Students individually start thinking of finding answers to the assignment submitted. Group members must consist of students who already know each other well, but should not to have a similar level of knowledge, while the number of group members must start from two students.

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Utilising the Think-Pair-Share Technique in the Learning of Probability

Cited by 23 publications

References 23 publications

the Effect of Problem-Posing and Think-Pair-Share Learning Models on Students’ Mathematical Problem-Solving Skills and Mathematical Communication Skills

the Effect of Problem-Posing and Think-Pair-Share Learning Models on Students’ Mathematical Problem-Solving Skills and Mathematical Communication Skills

GIS&T pedagogies and instructional challenges in higher education: A survey of educators

Implementation of think-pair-share to mathematics instruction

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