Improving Students’ Participation and Performance in Building Quantities through Think-Pair-Share Cooperative Learning

Fathin Amirah Ismail, Jabaidah Bungsu, Masitah Shahrill


The Think-Pair-Share (TPS) cooperative learning is associated with high student participation and performance in various subjects. However, research focusing on this direction in Vocational and Technical Education (VTE) is not widespread. This mixed method with an action research approach investigated the effectiveness of TPS cooperative learning in improving student participation and performance in building quantities. It also explored the perceptions of students about TPS cooperative learning intervention. Convenience sampling was used to select 24 students from one of the VTE institutions in Brunei Darussalam. Data were collected through a pre-test, a post-test, interviews, and observations; and analyzed with a paired sample-test, frequency and percentage counts, and thematic analysis. The results showed that TPS cooperative learning improved student performance and participation. It encouraged creativity, collaboration, active learning, and motivation, which are conduits to high performance and participation. Although the implementation of TPS cooperative learning comes with some challenges, it can be an effective tool to improve student performance and participation in VTE. Its key features, such as teamwork, critical thinking, and problem-solving skills, may contribute to nurturing the soft skills needed in VTE. Also given are the recommendations for the effective implementation of TPS cooperative learning in VTE.


Academic performance; Building quantities; TPS cooperative learning; VTE in Brunei Darussalamam

Full Text:



Abd Mokmin, A. U. P., Bungsu, J., and Shahrill, M. (2023). Improving the performance and knowledge retention of aircraft maintenance engineering students in the theory of flight through STAD cooperative learning. ASEAN Journal of Science and Engineering Education, 3(2), 149-162.

Abiodun, T. O., Asanre, A. A., Ogundeji, M. A., Odupe, T. A., and Rasaki, M. G. (2022). Effect of think-pair-share strategy on student achievement in senior secondary school mathematics. FNAS Journal of Mathematics and Science Education, 3(2), 20-25.

Akanmu, M. A. (2019). Effects of think-pair-share on senior school students’ performance in mathematics in Ilorin, Nigeria. African Journal of Educational Studies in Mathematics and Sciences, 15(2), 107–116.

Asamoah, D., Shahrill, M., and Abdul Latif, S. (2022). A Review of Formative Assessment Techniques in Higher Education During COVID-19. The Qualitative Report, 27(2), 475-487.

Asamoah, D., Sundeme, B., Adusei, A., Occansey, M. K. K., and Ntim, W. N. (2019). Ensuring content representativeness: Perceptions of senior high school teachers in Ghana. International Journal of Educational Technology and Learning, 6(1), 2523-0581.

Azizinezhad, M., Hashemi, M., and Darvishi, S. (2013). Application of cooperative learning in EFL classes enhance the students’ language learning. Procedia - Social and Behavioral Sciences, 93, 138–141.

Bamiro, A. O. (2015). Effects of guided discovery and think-pair-share strategies on secondary school students’ achievement in chemistry. SAGE Open, 5(1), 2158244014564754.

Coman, E. N., Picho, K., McArdle, J. J., Villagra, V., Dierker, L., and Iordache, E. (2013). The paired t-test as a simple latent change score model. Frontiers in Psychology, 4, 738.

Dorji, T., and Chalermnirundorn, N. (2021). The application of think-pair-share to enhance learning achievement and learning satisfaction in social studies of grade six Bhutanese students. Walailak Journal of Social Science, 14(5), 1-19.

Drakeford, W. (2012). The effects of cooperative learning on the classroom participation of students placed at risk for societal failure. Journal of Psychology Research, 2(4), 239-246.

Ebil, S., Salleh, S. M., and Shahrill, M. (2020). The use of e-portfolio for self-reflection to promote learning: A case of TVET students. Education and Information Technologies, 25(6), 5797-5814.

Fisher, M. J., and Marshall, A. P. (2009). Understanding descriptive statistics. Australian Critical Care, 22(2), 93-97.

Hamdan, M. K. K. H., Salleh, S. M., Shahrill, M., and Asamoah, D. (2022). Improving conceptual knowledge and soft skills among vocational students through inquiry-based learning in a flipped classroom. International Journal of Social Learning, 2(2), 235-249.

Herrmann, K. (2013). The impact of cooperative learning on student engagement: Results from an intervention. Active Learning in Higher Education, 14(3), 175-187.

Hetika, H., Farida, I., and Sari, Y. (2017). Think pair share (TPS) as method to improve student’s learning motivation and learning achievement. Dinamika Pendidikan, 12(2), 125-135.

Ismail, L. M., and Koay, T. L. (2014). Selected pre-vocational students’ experiences of school in Brunei Darussalam. International Journal of Special Education, 29(1), 98-110.

Jainal, N. H., and Shahrill, M. (2021). Incorporating jigsaw strategy to support students' learning through action research. International Journal on Social and Education Sciences, 3(2), 252-266.

Johnson, D. W., and Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice, 38(2), 67-73.

Johnson, D., Johnson, R., and Smith, K. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal of Excellence in College Teaching, 25, 85-118.

Kani, N. H. A., and Shahrill, M. (2015). Applying the thinking aloud pair problem solving strategy in mathematics lessons. Asian Journal of Management Sciences and Education, 4(2), 20-28.

Karge, B., Phillips, K., Jessee, T., and McCabe, M. (2011). Effective strategies for engaging adult learners. Journal of College Teaching and Learning (TLC), 8(12), 53.

Kent, S., Wanzek, J., Swanson, E. A., and Vaughn, S. (2015). Team-based learning for students with high-incidence disabilities in high school social studies classrooms. Learning Disabilities Research and Practice, 30(1), 3–14.

Laudonia, I., Mamlok-Naaman, R., Abels, S., and Eilks, I. (2018). Action research in science education – an analytical review of the literature. Educational Action Research, 26(3), 480-495.

Lee, C., Li, H. C., and Shahrill, M. (2018). Utilising the think-pair-share technique in the learning of probability. International Journal on Emerging Mathematics Education, 2(1), 49-64.

Lemos, N. (2012). “On air”: Participation in an online radio show to foster speaking confidence. A cooperative learning-based strategies study. Profile Issues in Teachers’ Professional Development, 14(1), 91-112.

Li, M., Yin, D., Qiu, H., and Bai, B. (2021). A systematic review of AI technology-based service encounters: Implications for hospitality and tourism operations. International Journal of Hospitality Management, 95, 1-10.

Listiadi, A., Sulistyowati, R., and Canda Sakti, N. (2019). Improving learning quality through NHT cooperation model in Indonesian vocational schools. KnE Social Sciences, 3(11), 884-902.

Malik, G. T., and Alam, T. (2019). Comparative analysis between pre-test/post-test model and post-test-only model in achieving the learning outcomes. Pakistan Journal of Ophthalmology, 35(1), 1-6.

Mijatovic, I., and Jednak, S. (2011). Attitudes toward active participation as predictors of student achievement-exploratory research from Serbia. New Educational Review, 24(2), 258-271.

Mjelve, L. H., Nyborg, G., Edwards, A., and Crozier, W. R. (2019). Teachers’ understandings of shyness: Psychosocial differentiation for student inclusion. British Educational Research Journal, 46(6), 1295-1311.

Mulongo, G. (2013). Effect of active learning teaching methodology on learner participation. Journal of Education and Practice, 4(4), 157-168.

Mundelsee, L., and Jurkowski, S. (2021). Think and pair before share: Effects of collaboration on students’ in-class participation. Learning and Individual Difference, 88(102015), 1-11.

Nandi, D., Hamilton, M., Harland, J., and Warburton, G. (2011). How active are students in online discussion forums? Conferences in Research and Practice in Information Technology Series, 114, 125-133.

Nguyen, T., Cannata, M., and Miller, J. (2018). Understanding student behavioral engagement: Importance of student interaction with peers and teachers. Journal of Educational Research, 111(2), 163-174.

O’Connor, C., Michaels, S., Chapin, S., and Harbaugh, A. G. (2017). The silent and the vocal: Participation and learning in whole-class discussion. Learning and Instruction, 48, 5-13.

Paksi, H. (2017). Improving students’ participation in lecturing through cooperative learning model in Jigsaw type. Pancaran Pendidikan FKIP, 6(3), 183-188.

Raba, A. A. A. (2017). The influence of think-pair-share (TPS) on improving students’ oral communication skills in EFL classrooms. Creative Education, 8, 12-23.

Rahmawati, O. (2017). Think-Pair-Share: A technique to enhance students’ writing skill. Jurnal Pendidikan Edutama, 4(1), 49-57.

Rivera-Pérez S, Fernandez-Rio, J., and Iglesias, G. D. (2020). Effects of an 8-week cooperative learning intervention on physical education students’ task and self-approach goals, and emotional intelligence. International Journal of Environmental Research and Public Health, 18(1), 1-11.

Roberts, A., and Friedman, D. (2013). The impact of teacher immediacy on student participation: An objective cross-disciplinary examination. International Journal of Teaching and Learning in Higher Education, 25(1), 38-46.

Salleh, S. M., Musa, J., Jaidin, J. H., and Shahrill, M. (2021). Development of TVET teachers’ beliefs about technology enriched instruction through professional development workshops: Application of the technology acceptance model. Journal of Technical Education and Training, 13(2), 25-33.

Sampsel, A. (2013). Finding the effects of think-pair-share on student confidence and participation. Honor Project, 28, 1–19.

Schul, J. (2011). Revisiting an old friend: The practice and promise of cooperative learning for the twenty-first century. The Social Studies, 102(2), 88-93.

Straker, J. (2016). International student participation in higher education: Changing the focus from “international students” to “participation.” Journal of Studies in International Education, 20(4), 299-318.

Suminar, R., and Putri, G. (2018). The effectiveness of TTW (Think-Talk-Write) strategy in teaching writing descriptive text. Journal of English Language and Learning, 2(2), 300-305.

Tesema, A., Reta, E., and Seid, S. (2020). Knowledge on active participation in classroom among nursing and midwifery Students. Journal of Education and Learning (EduLearn), 14(3), 352-361.

Tran, V. D. (2014). The effects of cooperative learning on the academic achievement and knowledge retention. International Journal of Higher Education, 3(2), 131-140.

Van Ryzin, M. J., and Roseth, C. J. (2018). Cooperative learning in middle school: A means to improve peer relations and reduce victimisation, bullying, and related outcomes. Journal of Educational Psychology, 110(8), 1192-1201.

Yapici, H. (2016). Use of jigsaw technique to teach the unit “science within time” in secondary 7th grade social sciences course and students’ views on this technique. Educational Research and Reviews, 11(8), 773-780.

Zhu, C. (2012). Student satisfaction, performance, and knowledge construction in online collaborative learning. Educational Technology and Society, 15(1), 127-136.



  • There are currently no refbacks.

Copyright (c) 2022 Universitas Pendidikan Indonesia (UPI)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats
Indonesian Journal of Educational Research and Technology (IJERT) is published by Universitas Pendidikan Indonesia (UPI)