Journal of Engineering Education Transformations

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Effective Think-Pair-Share Pedagogical Strategy to Improve Inferential Statistics Concept Understanding


Affiliations
1 Department of Computer Engineering, MKSSS’s Cummins College of Engineering for Women, Pune, India
     

   Subscribe/Renew Journal


The Think-Pair-Share (TPS) technique is believed to encourage students who are shy to participate in classrooms. In this method, the instructor poses a problem and the students work on it individually to begin with. Next, they work in pairs and the final step is a discussion held by the entire classroom. The strategy allows students to think for a while, then talk to their partners, or group mates and share ideas. The students are encouraged and motivated to participate in the classroom. TPS is one of the cooperative learning methods that promotes group participation, discussion, critical thinking about the question being considered, presentation of personal ideas and opinions in a supportive environment. Statistics for Computer Science being a core subject and buzz word for the field of computer science engineering and data science, this strategy was implemented for the third-year computer engineering students to bring about an improvement in the conceptual understanding of inferential statistics concept. This proposed research work is an inferential statistical analysis of implemented TPS activity. Pre and post test was conducted for the inferential statistics concept on a random samples of 25 students. Parametric paired t-test is used to validate the hypothesis. Statistical results show that there is an improvement in concept understanding after TPS activity. Moreover, the outcome of the experiment along with feedback from the students related to this strategy are also excellent.

Keywords

Think-Pair-Share, Cooperative Learning, t-Test, Inferential Statistics.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Schreyer Institute for Teaching Excellence, Penn State, 301 Rider Building II, University Park, PA 16802, www.schreyer institute.psu.edu, 2007.

  • N. A. N. Azlina, "CETLs : Supporting Collaborative Activities Among Students and Teachers Through the Use of Think-Pair-Share Techniques", IJCSI International Journal of Computer Science Issues, Vol. 7, Issue 5, September 2010, ISSN (Online): 1694-0814, www. IJCSI. org.

  • Grand Rapids Community College Center, "Ten Techniques For Energizing Your Classroom Discussions for Teaching and Learning ", [On-line] http://web.grcc.cc.mi.us.

  • SI Showcase, "The Basic Collaborative Learning Techniques", Supplemental Instruction Iowa State University, 1060 Hixson-Lied Student Success Center, 294-6624, www.si.iastate.edu.

  • E. Barkley, K. P. Cross and C. Major, "Collaboration learning techniques", San Francisco, CA: Jossey-Bass, 2005.

  • C. Opitz, and W. L. Bowman, " ", Elementary School, Anchorage School District, 2008.

  • G. Banerjee, M. Patwardhan and M. Mavinkurve, "Teaching with Visualizations in Classroom Setting: Mapping Instructional Strategies to Instructional Objectives," 2013 IEEE Fifth International Conference on Technology for Education, 2013, pp. 176-183, doi: 10.1109/T4E.2013.51.

  • Carss, Wendy Diane , “The Effects of using Think-PairShare during Guided Reading Lessons” The University of Waikato, 2007

  • Aditi Kothiyal, Rwitajit Majumdar, Sahana Murthy and Sridhar Iyer (2013), “Effect of Think-Pair-Share in a Large CS1 Class: 83% Sustained Engagement,” , ICER '13 Proceedings of the ninth annual international ACM conference on International computing education research.

  • Lujan, H., & DiCarlo, S. E. “ Too much teaching, not enough learning: what is the solution?”,. Advances in Physiology Education, 30(1), 17-22, 2005.

  • Cortright, R. N., Collins, H. L. & DiCarlo, “Peer instruction enhanced meaningful learning:Ability to solve novel problems”, Advances in Physiology Education, 29(2), 107- 111,2005.

  • Goodwin, M. W.,.” Cooperative learning and social skills: What skills to teach and how to teach them”. Intervention in School & Clinic, 35(1), 29, 1999.

  • Reinhart, S.C.,.” Never say anything a kid can say!. Mathematics teaching in the middle school”, 5(8), 478, 2002.

  • McTighe, J., & Lyman JR.,“Cueing thinking in the classroom: The promise of Theory-embedded tools”, Educational Leadership, 45(7), 18, 1988.

  • Rowe, M., “Wait-time and rewards as instructional variables: Their influence on language, logic, and fate control”, 1972..

  • Cooper, J. L. & Robinson, ”Getting started: Informal small-group strategies in large classes”, New Directions for Teaching & Learning, (81), 17,2002


Abstract Views: 144

PDF Views: 0




  • Effective Think-Pair-Share Pedagogical Strategy to Improve Inferential Statistics Concept Understanding

Abstract Views: 144  |  PDF Views: 0

Authors

Mahendra Deore
Department of Computer Engineering, MKSSS’s Cummins College of Engineering for Women, Pune, India
Sandhya Arora
Department of Computer Engineering, MKSSS’s Cummins College of Engineering for Women, Pune, India

Abstract


The Think-Pair-Share (TPS) technique is believed to encourage students who are shy to participate in classrooms. In this method, the instructor poses a problem and the students work on it individually to begin with. Next, they work in pairs and the final step is a discussion held by the entire classroom. The strategy allows students to think for a while, then talk to their partners, or group mates and share ideas. The students are encouraged and motivated to participate in the classroom. TPS is one of the cooperative learning methods that promotes group participation, discussion, critical thinking about the question being considered, presentation of personal ideas and opinions in a supportive environment. Statistics for Computer Science being a core subject and buzz word for the field of computer science engineering and data science, this strategy was implemented for the third-year computer engineering students to bring about an improvement in the conceptual understanding of inferential statistics concept. This proposed research work is an inferential statistical analysis of implemented TPS activity. Pre and post test was conducted for the inferential statistics concept on a random samples of 25 students. Parametric paired t-test is used to validate the hypothesis. Statistical results show that there is an improvement in concept understanding after TPS activity. Moreover, the outcome of the experiment along with feedback from the students related to this strategy are also excellent.

Keywords


Think-Pair-Share, Cooperative Learning, t-Test, Inferential Statistics.

References