Development of a think-pair-share instructional material in statistics

Abstract

This study examines the development of think-pair-share (TPS) instructional material in Statistics, using the analysis, design, development, implementation, and evaluation (ADDIE) model, for the grade 11 science, technology, engineering, and mathematics (STEM) students in a parallel learning setup. It addresses the limited availability of structured TPS materials and the lack of evidence in such environments. A quasi-experimental design involving 173 students across four classes was employed. Expert-validated instruments, including an achievement test, formative assessment, and problem-solving test, measured learning outcomes. Results showed significant improvements in achievement (47.67% to 72.33%), formative scores (92.4% to 97.6%), and problem-solving ability (79.19%, closely approximating mastery). Regression analysis revealed formative scores and prior math performance as significant predictors. Qualitative feedback indicated increased engagement, clearer understanding, and improved reasoning. TPS integration enhanced learning, supporting its adoption in parallel settings.