Improving Student Performance Using the Think-Pair-Share Strategy

Abstract

This study determined the effectiveness of the Think-Pair-Share strategy in improving the mathematics performance of Grade 10 students at South East-Asia Institute Of Trade & Technology, Fairview, Quezon City during the school year 2025-2026. The study used a quasi-experimental pretest-posttest nonequivalent control group design involving 64 students from two intact Grade 10 classes, with 32 students assigned to the experimental group and 32 students assigned to the control group. A 40-item researcher-made mathematics achievement test covering selected Grade 10 competencies on quadratic equations, quadratic functions, and problem solving served as the main instrument. The test was validated by mathematics teachers and yielded a reliability coefficient of 0.84. The experimental group was taught through the Think-Pair-Share strategy for six weeks, while the control group was taught through the usual lecture-discussion method. Data were analyzed using frequency, percentage, mean, standard deviation, paired-samples t-test, and independent-samples t-test. The results showed that the two groups had comparable pretest scores, but the experimental group obtained a higher posttest mean and a greater mean gain than the control group. Statistical analysis revealed a significant difference between the posttest scores of the two groups at the 0.05 level. The findings indicate that Think-Pair-Share is an effective strategy for improving the mathematics performance of Grade 10 students. The study recommends the use of Think-Pair-Share in mathematics instruction to promote active participation and stronger academic performance