Think-Pair-Share is an active learning strategy which involves pairs of students discussing answers to questions or problems. The purpose of this study was to determine if the peer instruction technique Think-Pair-Share improved students performance in high-school chemistry. The teacher used one class of students as a control group. This group did not use Think-Pair-Share for the chapter investigated, Chemical Reactions. The teacher used two other classes of students, who did use Think-Pair-Share for this chapter, as the experimental group. There was no difference in the learning gains between the control and experimental groups. Think-Pair-Share and normal classroom instruction methods were equally effective. Factors such as small class size, absenteeism, quality of pre- and post-test questions, and the reluctance of the control group to stop using Think-Pair-Share may have contributed to these results. These issues are addressed, and a new, improved study design is suggested.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-07022013-145716 |
| Date | 08 July 2013 |
| Creators | Trent, Kathleen Sipos |
| Contributors | Larkin, John, Siebenaller, Joseph, Gregg, Christopher |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-07022013-145716/ |
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