COLLABORATIVE LEARNING IMPROVES EDUCATION
The influence of Think-Pair-Share on improving student learning and critical thinking
DOI:
https://doi.org/10.56103/nactaj.v69i1.213Keywords:
cooperative learning, Think-Pair-Share (TPS), critical thinking, animal behavior, active learningAbstract
We aimed to assess the effectiveness of the cooperative learning technique Think-Pair-Share (TPS) in enhancing student learning and impacting critical thinking skills. A total of 110 animal science students in the domestic animal behavior course participated in a TPS exercise utilizing an I-Clicker audience response system. The exercise involved a 5-minute video demonstrating faulty associative learning techniques in animal training. Initially, students answered a single multiple-choice question (MCQ) to identify the training technique and submitted a written evaluation at the exercise's conclusion. MCQ was repeated after each 5-minute stage of the TPS exercise, and responses were recorded via I-Clicker. The impact of peer interaction on student competency was assessed through think-and-pair responses, while class discussion effects were evaluated from pair-to-share responses. Written responses were collected and compared with the previous year's students, who received the same material from the instructor without TPS implementation. Only 64% answered correctly post-"Think," increasing to 87% post-"Pair" (P<0.001) and reaching 99% post-"Share." Notably, 13% answered incorrectly twice after peer discussion, while 31% switched from incorrect to correct (P<0.001). About 96.4% successfully critiqued the training session, a significant improvement from 62% the previous year (P<0.001). In-class TPS interaction significantly enhanced student learning and critical thinking skills.
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