Utilising the Think-Pair-Share Technique in the Learning of Probability
DOI:
https://doi.org/10.12928/ijeme.v2i1.8218Keywords:
collaborative learning, think-pair-share strategy, probability, secondary school mathematicsAbstract
The main objective of this study is to investigate the effects of collaborative learning on students’ understanding of probability and their attitudes towards mathematics. The participants were 15 Year 10 students selected by convenience sampling at a secondary school in Brunei Darussalam. In total, six intervention lessons with the application of Think-Pair-Share strategy were conducted. Data collection methods included a series of tests (pre- and post-tests and delayed post-test), surveys, students’ interviews and lesson observations. The findings revealed improvements in the students’ test scores and they were able to retain their knowledge after a period of time. From the triangulated data, it was found that the students demonstrated an increase in their self-efficacy, participation, understanding and enjoyment levels after the intervention. Their enjoyment towards learning probability was derived from being able to communicate with their peers. The students showed more enthusiasm and participation in class as the lessons progressed.References
st Century Learning Design (21CLD). (2012). Student Work Rubrics. California: SRI International.
st Century Learning Design (21CLD). (2014). ITL 21st Century Learning Design Program. California: SRI International.
Ali, P.J., Ali, S., & Farag, W. (2014). An instrument to measure math attitudes of computer science students. International Journal of Information and Educational Technology, 4(5), 459-462.
Anderson, C. (2010). Presenting and evaluating qualitative research. American Journal of Pharmaceutical Education, 74(8), 1-7.
Anthony, G., & Walshaw, M. (2009). Characteristics of effective teaching of mathematics: A view from the West. Journal of Mathematics Education, 2(2), 147-164.
Azmin, N.H. (2016). Effect of the jigsaw-based cooperative learning method on student performance in the general certificate of education advanced-level psychology: An exploratory Brunei case study. International Education Studies, 9(1), 91-106.
Bamiro, A.O. (2015). Effects of guided discovery and think-pair-share strategies on secondary school students’ achievement in chemistry. SAGE Open, 5(1), 1-7.
Bataineh, M.Z. (2015). Think-pair-share, co op-co op and traditional learning strategies on undergraduate academic performance. Journal of Educational and Social Research, 5(1), 217-226.
Batanero, C., & DÃaz, C. (2012). Training school teachers to teach probability: reflections and challenges. Chilean Journal of Statistics, 3(1), 3-13.
Bowling, A. (2009). Research Methods in Health: Investigating Health and Health Services (3rd Ed.). Berkshire: Open University Press.
Braun, B., Bremser, P., Duval, A.M., Lockwood, E., & White, D. (2017). What does active learning mean for mathematicians? Notices of the AMS, 64, 124-129.
Carroll, K. (2007). A Guide to Great Field Trips. Chicago: Chicago Review Press.
Damit, A.H., Shahrill, M., & Roslan, R.M. (2015). Investigating the effectiveness of an assessment task through collaboration in a Bruneian classroom. Mediterranean Journal of Social Science, 6(6 S1), 214-223.
Denhere, C. (2015). Casual attributions of maths anxiety among Zimbabwean secondary school-learners. International Journal of Academic Research and Reflection, 3(1), 6-11.
Dhindsa, H.S., & Salleh, K.M. (2009). Cultural learning environment of non-government secondary science students in Brunei. Electronic Journal of Science Education, 13(1), 1-31.
Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and Computational Approaches (pp. 1-19). New York: Elsevier.
Duraman, H.S.A.H., Shahrill, M., & Morsidi, N.M.H. (2015). Investigating the effectiveness of collaborative learning in using the snowballing effect technique. Asian Journal of Social Sciences & Humanities, 4(1), 148-155.
Felder, R.M., & Brent, R. (2007). Cooperative learning. In P.A. Mabrouck (Ed.), Active Learning: Models from the Analytical Sciences (pp. 34-53). Washington: American Chemical Society.
Garfield, J., & Ahlgren, A. (1988). Difficulties in learning basic concepts in probability and statistics: Implications for research. Journal for Research in Mathematics Education, 19(1) 44-63.
Garfield, J. & Ben-Zvi, D. (2014). How students learn statistics revisited: A current review of research on teaching and learning statistics. International Statistical Review, 75(3), 372-396.
Garland, R. (1991). The mid-point on a rating scale: Is it desirable? Marketing Bulletin, 2(1), 66-70.
Johnson, R.T., Johnson, D.W., & Holubec, E.J. (1998). Cooperation in the Classroom. Boston: Allyn and Bacon.
Kani, N.H.A., & Shahrill, M. (2015). Applying the thinking aloud pair problem solving strategy in mathematics lessons. Asian Journal of Management Sciences and Education, 4(2), 20-28.
Kothiyal, A., Majumdar, R., Murthy, S., & Iyer, S. (2013). Effect of think-pair-share in a large CS1 class: 83% sustained engagement. In Proceedings of the Ninth Annual International ACM Conference on International Computing Education Research (pp. 137-144). San Diego, California: ACM.
Kwok, A.P., & Lau, A. (2015). An exploratory study on using the think-pair-share cooperative learning strategy. Journal of Mathematical Sciences, 2, 22-28.
Lester, F.K. (2007). Second Handbook of Research on Mathematics Teaching and Learning Volume 1. Charlotte, North Carolina: Information Age Publishing.
Lim, M.T.L., Shahrill, M., Mundia, L., Tengah, K.A., Tan, A., & Mahadi, M.A. (2016). An alternative approach to teaching: Implementing a cooperative learning strategy STAD at the junior college level. Advanced Science Letters, 22(5/6), 1725-1729.
Lom, B. (2012). Classroom activities: simple strategies to incorporate student-centered activities within undergraduate science lectures. Journal of Undergraduate Neuroscience Education, 11(1), A64-A71.
Lujan, H.L., & DiCarlo, S.E. (2006). Too much teaching, not enough learning: What is the solution? Advances in Physiology Education, 30(1), 17-22.
McDonald, J.H. (2009). Handbook of Biological Statistics (Vol. 2, pp. 173-181). Baltimore, MD: Sparky House Publishing.
McTighe, J., & Lyman, F.T. (1988). Cueing thinking in the classroom: The promise of theory embedded tools. Educational Leadership, 45(7), 18-24.
Motlagh, S.E., Amrai, K., Yazdani, M.J., Abderahim, H., & Souri, H. (2011). The relationship between self-efficacy and academic achievement in high school students. Procedia-Social and Behavioral Sciences, 15, 765-768.
Noohi, E., Abaszadeh, A., & Maddah, S. (2013). University engagement and collaborative learning in nursing students of Kerman University of Medical Sciences. Iranian Journal of Nursing and Midwifery Research, 18(6), 505-510.
Ong, J. K., & Shahrill, M. (2014). Investigating students’ competence level in secondary school statistics. In F. Uslu (Ed.), Abstracts and Proceedings of the International Conference on Social Sciences and Humanities (pp. 912-922). Istanbul: International Organization Center of Academic Research, OCERINT.
Orji, A.B.C., & Umoru, S.T. (2010). Analysis on students’ problem solving skills in mathematics probability by secondary school students in Niger State. Journal of Research in National Development, 8(1), JournalsV8NO1Jun201047.html
Parmar, P. (2015). Comparative study between interactive structured tutorials and traditional tutorials in forensic medicine subject. Journal of International Archives of Integrated Medicine, 2(11), 61-63.
Rowe, M.B. (1987). Wait time: Slowing down may be a way of speeding up. American Educator: The Professional Journal of the American Federation of Teachers, 11(1), 38-43.
Rudner, L.M., & Schafer, W.D. (2002). What teachers need to know about assessment. Washington, DC: National Education Association.
Salam, N.H.A., & Shahrill, M. (2014). Examining classroom interactions in secondary mathematics classrooms in Brunei Darussalam. Asian Social Science, 10(11), 92-103.
Sampsel, A. (2013). Finding the effects of think-pair-share on student confidence and participation. Honors Projects, Paper 28.
Shahrill, M., & Clarke, D. J. (2014). Brunei teachers’ perspectives on questioning: Investigating the opportunities to ‘talk’ in mathematics lessons. International Education Studies, 7(7), 1-18.
Shenton, A.K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75.
Siswati, B.H., & Corebima, A.D. (2017). The effect of education level and gender on students’ metacognitive skills in Malang, Indonesia. Advances in Social Sciences Research Journal, 4(4), 163-169.
Slavin, R.E. (1989). Research on cooperative learning: An international perspective. Scandinavian Journal of Educational Research, 33(4), 231-243.
Steffe, L.P., & Thompson, P.W. (2000). Teaching experiment methodology: Underlyingprinciples and essential elements. In A.E.
Kelly, & R.A. Lesh (Eds.), Handbook of Research Design in Mathematics and Science Education (pp. 267-307). Mahwah, NJ: Erlbaum.
Stern, T., Townsend, A., Rauch, F., & Schuster, A. (2013). Action Research, Innovation and Change: International Perspectives Accross Disciplines. New York: Routledge.
Sulaiman, N.D., & Shahrill, M. (2015). Engaging collaborative learning to develop students’ skills of the 21st century. Mediterranean Journal of Social Sciences, 6(4), 544-552.
Sumarsih, M.P., & Sanjaya, D. (2013). TPS as an effective technique to enhance the students’ achievement on writing descriptive text. English Language Teaching, 6(12), 106-113.
Terenzini, P.T., Cabrera, A.F., Colbeck, C.L., Parente, J.M., & Bjorklund, S.A. (2001). Collaborative learning vs. lecture/discussion: Students’ reported learning gains. Journal of Engineering Education, 90(1), 123-130.
Tsang, V.H.M., & Shahrill, M. (2015). Integrating the real-world problem-solving and innovation dimension in the teaching of probability. In C. Vistro-Yu (Ed.), In Pursuit of Quality Mathematics Education for All: Proceedings of the 7th ICMI-East Asia Regional Conference on Mathematics Education (pp. 675-682). Quezon City: Philippine Council of Mathematics Teacher Educators (MATHTED) Inc.
Tuckett, A.G. (2005). Part II: Rigour in qualitative research: Complexities and solutions. Nurse Researcher, 13(1), 29-42.
Usman, A.H. (2015). Using the think-pair-share strategy to improve students’ speaking ability at Stain Ternate. Journal of Education and Practice, 6(10), 37-45.
Downloads
Published
How to Cite
Issue
Section
License
License and Copyright Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read the International Journal on Emerging Mathematics Education (IJEME) Author Guidelines at http://journal.uad.ac.id/index.php/IJEME/about/submissions#authorGuidelines
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities, tacitly or explicitly, of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
Copyright
Authors who publish with the International Journal on Emerging Mathematics Education (IJEME) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
