Improving Science Performance Through Think-Pair-Share Teaching Approach: A Case of Slow Learners

Mae V. Ceblano, Ludito V. Ramirez


The study generally aimed to determine the effects of think-pair-share (TPS) teaching approach on the Integrated Science performance of the fast and slow learner students of Naval School of Fisheries. Through an experiment, 60 fast learners and 60 slow learners' freshmen students were involved and one-half of them were exposed to the think-pair-share teaching approach. The phases involved in the TPS approach were problem launching, thinking, pairing, sharing and evaluating. Fast learner TPS group gained a higher mean posttest score than the fast learner traditional lecture approach (TLA) group, while the slow learner TPS group's mean posttest score was higher than the TLA group. The incremental scores obtained by the TPS group was significantly different and higher than the TLA group. The TPS approach in teaching intergrated science has provided positive effects on the learning experiences and performance of the learners. 


think-pair-share; integrated science; performance of the fast and slow learners


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