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The impact of a think, write, pair, and share (TWPS) activity on pupils’ confidence, critical thinking, and understanding of mathematics lesson

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Název: The impact of a think, write, pair, and share (TWPS) activity on pupils’ confidence, critical thinking, and understanding of mathematics lesson
Autoři: Saif Ur Rahman, Hanna Golamgouse-Toraub
Zdroj: Discover Education, Vol 4, Iss 1, Pp 1-17 (2025)
Informace o vydavateli: Springer, 2025.
Rok vydání: 2025
Sbírka: LCC:Education
Témata: Dialogic learning, Mathematics teaching, Think, pair, and share, Active enquiry, Education
Popis: Abstract Dialogic learning is an approach that uses dialogue to help students think, learn, and solve problems. Research shows that Think Pair and Share (TPS) is one of the most commonly used techniques to implement a dialogic classroom learning process. However, this method has inherent limitations in engaging all students because of the pupil’s inability to evaluate and present coherent thought processes extemporaneously without any written script. So, to solve this problem, we introduce a modified model of TPS in a mathematics lesson and investigate its impact on students’ learning outcomes using an action research framework. The Paired Sample t-tests indicate that the new model significantly impacted students’ critical thinking and understanding of maths lessons. However, it had an insignificant impact on pupils’ confidence. Moreover, all three variables were positively and significantly correlated in their pre- and post-test findings. The study has implications for policy, planning, and practice of pedagogy.
Druh dokumentu: article
Popis souboru: electronic resource
Jazyk: English
ISSN: 2731-5525
Relation: https://doaj.org/toc/2731-5525
DOI: 10.1007/s44217-025-00852-5
Přístupová URL adresa: https://doaj.org/article/6f23701320c4477193ef4b0935997fdf
Přístupové číslo: edsdoj.6f23701320c4477193ef4b0935997fdf
Databáze: Directory of Open Access Journals
Popis
Abstrakt:Abstract Dialogic learning is an approach that uses dialogue to help students think, learn, and solve problems. Research shows that Think Pair and Share (TPS) is one of the most commonly used techniques to implement a dialogic classroom learning process. However, this method has inherent limitations in engaging all students because of the pupil’s inability to evaluate and present coherent thought processes extemporaneously without any written script. So, to solve this problem, we introduce a modified model of TPS in a mathematics lesson and investigate its impact on students’ learning outcomes using an action research framework. The Paired Sample t-tests indicate that the new model significantly impacted students’ critical thinking and understanding of maths lessons. However, it had an insignificant impact on pupils’ confidence. Moreover, all three variables were positively and significantly correlated in their pre- and post-test findings. The study has implications for policy, planning, and practice of pedagogy.
ISSN:27315525
DOI:10.1007/s44217-025-00852-5