Effect of Think-Pair-Share Teaching Strategy on Understanding the Concept of Science in Students at Elementary Level

Abstract

The study was conducted to examine and determine the effect of Think Pair Share Teaching Strategy on understanding of science concepts at elementary level. For this purpose of the study, the researcher developed one objective and three research questions. (a) To find out the conceptual understanding of selected topics in general science of elementary students. The study was highly significant for teachers, students and curriculum developer. The study was experimental in nature. Researcher conducts an experiment at GGES 745 GB at District Toba Tek Singh. Two groups were made one is experimental group and the second is control group for the study. Intervention was made to experimental group while there is no intervention was giving to control group. Control group was deal with traditional method. Thirty students were randomly selected from population of the study for each group. A pretest and posttest was designed to measure the understanding level of students. A questionnaire having 10 statements comprised on five points Likert scale was also designed to measure the attitude of students regarding understanding the concepts of science at elementary level through think pair share teaching strategy. It was noted that Think Pair Share Teaching Strategy was more effective than other strategies. The data so collected was analyzed by using SPSS software and data were analyzed through descriptive and inferential statistics. There was wide difference in the academic achievement of students and conceptual understanding of the students in pre-test and post-test. Think pair share teaching strategy enhance students’ academic achievement, conceptual understanding, learning, motivation, reading and writing skills and developed communication skills to solve the students problems in classroom. It is recommended that teachers should use think pair share teaching strategy in classroom for students learning.