04051001962 quan Điểm của người học về chiến lược học tập chủ Động Được sử dụng Ở một trung tâm tiếng anh trên Địa bàn hà nội
INTRODUCTION
Statement of research problem and rationale for the study
For decades, the effectiveness of lecture-based teaching methods has been questioned by educators and researchers Despite technological advancements that support alternative pedagogical techniques, lectures remain the primary approach for adult learners It is crucial for educators to acknowledge the complexities of teaching aimed at fostering understanding rather than mere knowledge retention To achieve genuine understanding, educators must transition from rote memorization, or "surface learning," to "deep learning," which involves active and constructive processes This shift necessitates moving from a teacher-centered paradigm to a learner-centered approach.
Learner-centered learning engages students actively in the learning process, allowing them to acquire knowledge through hands-on experiences This approach challenges learners to think critically, analyze information, and synthesize new ideas, fostering a deeper commitment to their education Consequently, students become more motivated to explore and expand their understanding, leading to long-term retention of knowledge (Bergmann & Sams, 2014; Bonwell & Eison, 1991).
Active learner engagement is crucial for academic success Educators should design, deliver, and assess their courses using best practices to motivate students to invest time and effort in their studies and class activities.
To enhance learner engagement, instructors must implement pedagogical strategies that create challenging environments and actively involve students in the learning process Active learning techniques, such as Think-Pair-Share and Small Group Discussion, are effective methods for promoting active participation However, learners' perceptions of the effectiveness of these strategies can differ based on the learning environment This variation motivates the author to conduct research titled “Learners’ perceptions of active learning strategies used at an English center in Hanoi.”
Aims and objectives of the study
This small-scale study aimed at investigating learners’ perceptions on the usefulness of active learning strategies being applied at an English center
This overall aim was specified into the following objectives:
1 To find out the more useful active learning strategy out of two researched active learning strategies namely Think-Pair-Share and Small Group Discussion
2 To examine learners’ perceptions on the usefulness of two active learning strategies used at an English centre in Hanoi
Research questions
This small-scale study was conducted at an English centre in Hanoi Within the framework of this study, it aims to answer the following question
1 What are the leaners’ perceptions of the usefulness of Think-Pair-Share and Small Group Discussion?
Scope of the research
This study explores learners' perspectives on two active learning strategies, Think-Pair-Share and Small Group Discussion, implemented in IELTS instruction at an English center.
The study provides insights into how two active learning strategies, Think-Pair-Share and Small Group Discussion, impact learners' experiences in an English center However, the research is limited as it focuses solely on learners' perspectives and evaluates only these two strategies among the many proposed in the field of active learning.
This study employs a mixed methods design, focusing on university students as the target participants A total of 80 students participated by completing questionnaires and writing reflections on their perceptions of two active learning strategies utilized in their courses.
Significance of the study
This study aims to explore learners' perceptions of the effectiveness of two active learning strategies—Think-Pair-Share and Small Group Discussion—along with the challenges faced during their implementation The research will provide valuable insights into the current application of these strategies, serving as a reference for educators interested in enhancing classroom activities Ultimately, the findings will illuminate the perceptions of Vietnamese language learners regarding active learning, offering recommendations for English teachers to optimize these strategies for improved language acquisition.
Method of the study
This study utilizes a mixed-methods approach, incorporating both quantitative and qualitative designs The quantitative analysis focuses on data gathered from questionnaires, while the qualitative analysis examines students' reflections Two primary data collection instruments are employed: questionnaires and reflections Specifically, the questionnaire data addresses the first two research questions, which explore comparisons and the perceived usefulness of the study.
This article explores two active learning strategies: Think-Pair-Share and Small Group Discussion By analyzing students' reflections, the researcher gains valuable insights into the effectiveness and benefits of these methods from the students' perspectives.
Design of the thesis
This research consists of five chapters presented as below:
Chapter 1 - Introduction introduces the rationale, states the aims and objectives of the study, triggers the research questions as well as presents the scope, significance and design of the study
Chapter 2 - Literature review which presents a background on which the key research issue is grounded First, relevant terms such as active learning, active learning strategies, Think-Pair-Share and Small Group Discussion are conceptualized Then, previous studies related to research issue is reviewed in this part as well
Chapter 3 - Methodology displays the information about the context where the study is conducted, research participants, the instruments used to collect data and the procedures of data collection
Chapter 4 - Findings and discussion describe the analysis of data collected in detail and gives the summary of the findings along with a thorough discussion of the findings of the study Some explanations and interpretations of the findings are presented in this chapter as well
Chapter 5 - Conclusion summarizes the main issues and concluding remarks of the study Research limitations and suggestions for further studies are figured out in this final chapter
LITERATURE REVIEW
Active learning
Active learning, rooted in constructivism as proposed by Jean Piaget and Lev Vygotsky, emphasizes the active, individual construction of knowledge This approach encourages learners to engage actively in the knowledge-building process rather than passively absorbing information Research has demonstrated the effectiveness of active learning in both general education and second language acquisition.
This section presents several definitions of active learning proposed by some typical researcher in the field of language learning
Active learning, as defined by Prince (2004), encompasses various teaching strategies that prioritize student engagement in the learning process This approach emphasizes meaningful activities that require students to actively participate, rather than passively receive information from instructors.
Active learning, as defined by Bonwell & Eison (1991), involves engaging students in hands-on activities and encouraging them to reflect on their actions This approach can be categorized into two main activities: doing and thinking The "doing" aspect includes discussions, idea mapping, and debates, which promote higher-order thinking skills such as recalling, applying, analyzing, evaluating, synthesizing, and verbalizing concepts This method stands in stark contrast to passive learning, where students do not actively participate in the learning process.
6 transmitting knowledge to students solely via listening, transcribing and memorizing The latter is students’ thinking about their own learning by self- assessing and self- regulating themselves as learners
Freeman et al (2007) define active learning as an approach that actively engages students in the learning process through activities and discussions, rather than passive listening This method emphasizes higher-order thinking skills and often incorporates group work, fostering a collaborative learning environment.
Active learning, as defined by Meyers and Jones (1993), engages students in various activities such as problem-solving exercises, small group discussions, simulations, case studies, and role-playing This approach encourages students to actively talk, listen, read, write, and reflect, enabling them to apply their knowledge effectively.
Active learning lacks a universally accepted definition, but many researchers concur that it involves students participating in talking, listening, writing, reading, and reflecting This study adopts Joel's (2006) definition as a foundation for examining the effectiveness of two specific active learning strategies.
Active learning, as defined by Joel (2006), is the process where students engage in activities that prompt them to reflect on their understanding and application of ideas This approach encourages students to regularly evaluate their comprehension and skills in a specific discipline Knowledge is gained through active participation and contribution Joel (2006) emphasizes that active learning keeps students mentally and physically engaged through activities that involve information gathering, critical thinking, and problem-solving.
Simply stated, active learning is often contrasted to traditional lecture in which students passively receive information from the instructors Active learning includes
7 any activities that encourage students to participate in learning, engage them with course material as well as enhance critical thinking as they make applications beyond the classroom
2.1.2 Active learning in general education
Active learning has been increasingly implemented across various subjects to foster a more engaging and meaningful educational experience for students According to Machemer et al (2007), higher education is witnessing a shift towards active learning experiences that prioritize student involvement Freeman et al (2014) demonstrated that applying active learning in science, engineering, and mathematics significantly enhances student performance This approach has also proven effective in information technology courses, where it encourages greater student participation Park et al (2018) noted that active learning projects enable students to apply their knowledge in computing, boosting their motivation and confidence Additionally, Hobson et al (2019) highlighted the benefits of active learning in medical education, promoting collaboration among medical students Furthermore, Nurbavliyev et al (2022) found that active learning leads to notable improvements in academic performance, enhancing students' grades and passion for education.
To conclude, active learning has been applied in various fields of education and proved its effectiveness in various fields
2.1.3 Active learning in second language education
Effective second language learning hinges on students taking ownership of their learning through interaction, active participation, and using the target language in real-life contexts Research indicates that active learning is an effective method for acquiring language skills, enhancing cognitive abilities, and boosting student confidence.
Active participation significantly enhances learning, regardless of the environment (Harasim et al., 1997) It fosters higher-order thinking skills such as analysis, synthesis, and evaluation, enabling learners to effectively assimilate, apply, and retain knowledge (Bonwell & Eison, 1991; Harasim et al., 1997) Moreover, active learning is more effective than passive learning in developing students' thinking and writing skills (Bonwell & Eison, 1991) It accommodates diverse learning styles, improves student achievement, increases motivation, shifts attitudes, and ultimately leads to deeper learning (Astin, 1985).
Active learning fosters self-regulated learners, promoting lifelong learning (Koohang et al., 2016) Instructors play a crucial role by initiating tasks, setting learning goals, and implementing effective strategies This engagement encourages students to take greater responsibility for their own learning (Zimmerman, 2002).
Active learning fosters autonomous learners who can verify their knowledge, set personal learning goals, and choose effective strategies (Dickinson, 1993) It facilitates the shift from dependent to independent learning, enabling individuals to solve problems and acquire knowledge independently for more effective learning (Leider & Jarvenpaa, 1995) Additionally, active learning encourages students to think critically and creatively, promoting independent problem-solving skills (Raux & College, 2004; Bakir, 2011; Walker, 2003; Tedesco-Shneck, 2013).
Research consistently shows that active learning significantly enhances the learning process It fosters self-regulation and autonomy in learners, actively engaging them in their educational journey.
9 process so that they can develop necessary skills to become successful leaners encourage practice higher-order thinking.
Active learning strategies
2.2.1 Classification of active learning strategies
Active learning strategies encompass a variety of instructional activities that educators can select from, as highlighted in numerous studies According to Faust & Paulson (1998), these strategies can be categorized into distinct groups The University of Connecticut further classifies active learning strategies into four main categories: Individual Activities, Paired Activities, Small Group Activities, and Whole-Class Activities A detailed classification of these active learning strategies is provided in the accompanying table.
Table 2.1 Classification of active learning strategies by the University of
Groups Active learning strategies Individual Activities Minute Paper
Journal Quiz Presentation Response Paired Activities Think-Pair- Share
Think-Write-Pair-Share Note Comparison Peer Review Small Group Activities Small Group Discussion
Active Review Sessions Work at Blackboard Concept Mapping Visual Lists
Jigsaw Group Projects Role Playing
Debates Games Whole-Class Activities Discussions
This study focuses on the effectiveness of two active learning strategies, Think-Pair-Share and Small Group Discussion, which are implemented in the courses at the researcher's center The following sections will explore the theories underpinning these strategies to establish a solid foundation for the research.
2.2.2 Impacts of active learning strategies on student learning
Research indicates that active learning strategies significantly enhance student learning and enjoyment in the classroom (Ernst & Colthorpe, 2007; Hake, 1998) Activities like peer instruction and interactive demonstrations are associated with better conceptual understanding and problem-solving abilities (Crouch & Mazur, 2001; Hake, 1998) These strategies promote student interaction, allowing them to address misconceptions through discussion (Crouch & Mazur, 2001; Machemer & Crowford, 2007; Meyers & Jones, 1993; Smith et al., 2009) Students generally find active learning enjoyable and beneficial to their educational experience (Fox-Cardamne & Rue, 2003) Overall, active learning fosters a positive learning environment by enhancing enjoyment, correcting misconceptions, and improving critical skills.
2.2.3.1 The Nature of Think-Pair-Share
Think-Pair-Share, introduced by Prof Frank Lyman in 1981 and further developed by various scholars, is an interactive learning strategy that encourages student participation in classroom activities This approach allows students to generate individual ideas and share them with a partner, fostering collaboration and engagement Unlike traditional methods where teachers pose questions for direct answers, Think-Pair-Share promotes active responses among students, helping them stay focused and involved in the learning process.
Think-Pair-Share, as outlined by Slavin (1995), involves several key steps: the teacher begins by introducing the lesson and assigning students to pairs Next, the teacher poses questions to the class, prompting students to first think independently about their answers Afterward, they collaborate with their partners to discuss and finalize their responses Finally, the teacher invites students to share their answers with the entire class.
According to Barkley et al (2005), the Think-Pair-Share strategy involves the instructor posing a question, giving students a few minutes to contemplate their responses, and then encouraging them to discuss their ideas with a partner This approach is recognized as an effective method to initiate whole class discussions.
The "Think" component allows students to pause and reflect before speaking, enabling them to gather and organize their thoughts effectively Meanwhile, the "Pair" and "Share" components encourage learners to engage in discussions, facilitating the comparison and contrast of their understanding with peers.
Think-Pair-Share is an effective cooperative learning method that encourages student engagement In this approach, students first take time to reflect on their answers individually before discussing them with a partner This collaborative dialogue allows them to articulate their thoughts and refine their ideas before sharing them with the larger group Ultimately, Think-Pair-Share ensures that every student has the opportunity to contribute, fostering a more inclusive classroom environment.
12 their thinking with at least one other student; this increases their sense of involvement in classroom learning
2.2.3.2 The Procedures of Think-Pair-Share
The procedures of how to teach reading using Think Pair Share extracted from Barkley, et al., (2005: 104) are as follows:
Figure 2.1 Figure of Think-Pair-Share
From the procedures of Think-Pair-Share mentioned above, it is hoped that this learning strategy will facilitate the learning and teaching of language and
Teacher poses the question to the class, giving students a few minutes to think about the question, devise individual responses, and students make brief notes about their thoughts.
The teacher instructs students to partner with a nearby classmate Each pair will engage in a discussion, utilizing their notes to recall key points they want to convey.
The teacher encourages Student A to share their responses with Student B, followed by Student B sharing their ideas with Student A If the students find themselves in disagreement, they should clarify their positions to prepare for an explanation of their differing views Additionally, the teacher suggests that the pairs collaborate to create a joint response by integrating each other's ideas.
To enhance student engagement during lessons, the pair stage encourages students to discuss and collaborate with their partners to solve problems and answer questions Additionally, the share stage motivates students to improve their accuracy, as it is crucial for them to present correct answers to the entire class.
2.2.3.3 The benefits and drawbacks of Think-Pair- Share in learning and teaching
The Think-Pair-Share technique is a three-step process that encourages students to first reflect on a question, organize their thoughts, and formulate answers within a set timeframe According to Pressley (1992), this method provides students with the opportunity to think critically and creates a supportive environment for them to assess their knowledge and identify areas for further study The initial thinking phase is particularly beneficial, as it allows students ample time to contemplate the questions, leading to increased comfort in sharing their responses In the final sharing step, students exchange ideas with partners, fostering interaction and enabling them to present their thoughts actively.
The Think-Pair-Share strategy enhances communication and speaking skills by encouraging every student to participate, which boosts self-confidence and promotes active engagement in the classroom This approach fosters listening skills and respect for diverse viewpoints among peers Additionally, working in pairs helps alleviate stress and embarrassment in real-world situations Think-Pair-Share cultivates a collaborative and interactive learning environment, allowing students to work both independently and together, thereby enhancing peer interaction and positive interdependence Furthermore, this learning strategy supports the development of self-study skills in students.
14 when it puts them in the centre of learning and turns teachers’ roles into guidance and organization
While Think-Pair-Share offers several benefits, it also has notable drawbacks Organizing the task can be time-consuming, as it requires sufficient time for students to think, pair up, and share their ideas Additionally, some students may be reluctant to participate, which can negatively impact the quality of the responses.
2.2.3.4 Previous studies on the effectiveness of Think-Pair-Share
Research by Utama et al (2013) highlights the positive impact of the Think-Pair-Share strategy on Indonesian students' speaking skills The study found that students who engaged in this teaching method exhibited significantly improved self-confidence and enhanced speaking competency.
Summary
This chapter outlines the foundational literature that supports the current study, beginning with an exploration of active learning, including its definitions and significance It then introduces two specific active learning strategies: the Think-Pair-Share Model and Small Group Discussion.
METHODOLOGY
Restatement of research questions
The current study aims at investigating learners’ perceptions on active learning strategies applied at an English centre Particularly, the researcher attempts to find the answers for the following question:
1 What are the leaners’ perceptions of the usefulness of Think-Pair-Share and Small Group Discussion?
The setting of the study
The study was conducted at an English centre in Hanoi Most of learners are
Young high school and university students, typically around 22 years old, strive to achieve specific IELTS band scores by participating in three two-hour classes each week These classes are offered in two formats: traditional and active The traditional classes consist of approximately 10-15 learners at the same language level, held in a well-equipped, visually appealing classroom designed for flexibility in group and pair work Each session features ample lighting, a whiteboard, a computer, a projector or smart TV, and speakers for listening activities, with a teacher and a teaching assistant facilitating the learning experience.
Learners engage in active classes in a spacious room on one or two days, allowing them to practice their skills in groups or with peers This active room is equipped with ample tables and chairs for large groups, as well as shelves filled with core and reference books, supplementary materials, and computers with internet access.
Participants
This study employed a purposeful sampling method, selecting eighty students from classes where active learning was implemented as an innovative teaching strategy by a team of educators at the language center.
A study involving 80 English learners at the center aimed to achieve an overall IELTS band score of 6.5 upon completing their course.
In the English language practice course, students develop various forms of English, including Social English for daily conversations and Academic English for formal contexts, to reach their desired IELTS band score The active learning environment emphasizes strategies such as Think-Pair-Share and Small Group Discussion, enhancing student engagement and language proficiency.
Table 3.1 Information of the participants
Factors Number of the participants
Level of education University students
Data collection instruments
This section outlines the data collection instruments utilized in the study, focusing on questionnaires and students' reflections to assess their perceptions of the Think-Pair-Share and Small Group Discussion strategies at the educational center A mixed method design was implemented to comprehensively understand students' views, with quantitative data gathered through questionnaires and qualitative insights derived from students' reflections.
Questionnaires are a widely used method for gathering data on attitudes and opinions from large groups of participants (Markey & Gass, 2005) They offer an economical and time-efficient way to collect numerous responses, enhancing the generalizability of research findings (Dornyei, 2007).
The questionnaire serves as the primary data collection tool in this study due to its numerous advantages It allows researchers to gather data from a wider population compared to other methods, providing both quantitative and qualitative insights Additionally, questionnaires can encompass a diverse range of questions tailored to the evaluation's focus When well-constructed and completed by a large number of respondents, they enhance the credibility of the evaluation data Furthermore, this method is cost-effective for researchers to implement.
The researcher opted for a questionnaire despite its weaknesses, such as the considerable time needed for development and pilot testing, and its limitation in allowing evaluators to explore unclear or incomplete responses, due to its significant advantages.
In this study, the questionnaire is adapted from similar research named
This study builds on the work of Silva et al (2019), which examined students' perceptions of active learning strategies in software modeling The original questionnaire from their research was adapted to align with the current study's focus on English language instruction, while still aiming to investigate students' perceptions of active learning strategies Although the original questionnaire was tailored for the Think-Pair-Share strategy, the reworded version ensures relevance to the subject matter of this study.
The questionnaire begins with an overview of the research title, its purpose, a request for participant cooperation, and assurance of data confidentiality It consists of two main parts: the first includes 16 items categorized into the Factual Dimension of Bloom's Taxonomy and students' attitudes towards active learning strategies, with responses measured on a 5-point Likert Scale from "I Strongly Disagree" (1) to "I Strongly Agree" (5) The second part invites students to express their opinions on the active learning strategies employed, aiming to further explore their perceptions The items in the original questionnaire, designed by Silva et al (2019), are illustrated in the following figure.
Table 3.2 The original design of questionnaire by Silva et al (2019)
Factual D im ensi o n of Bl o o m 's Taxo nomy
The strategy contributed to my learning of the course
The strategy was efficient for my learning, in comparison with other activities of the course
The strategy helped me remember the knowledge learnt in the course
The strategy contributed to understanding how the knowledge learned can be useful to my preparation for the test
The strategy contributed to applying the knowledge learnt in real conversation
The strategy contributed to organizing the ideas in real conversation
The strategy contributed to creating the conversation using the knowledge learnt
A tt it udes of st u dents a bout t he act ive l ear ni ng st rat eg ies
With this strategy, I was more motivated to learn than usual
The strategy enabled me to improve my critical opinions
The strategy made me feel part of the class I Strongly
With this strategy, I could express my opinions freely
With this strategy, I discovered faults in what I had previously believed to be right
I found this strategy very useful I Strongly
The strategy facilitates active learning I Strongly
The strategy supported me to examine issues and discuss in an argumentative format
The strategy provides a good learning experience
In the study by Silva et al (2019), the researcher modified the initial questionnaire by reorganizing and removing irrelevant items to align with the study's objectives The second part was transformed into a reflection section, enabling students to express their views on the effectiveness of two active learning strategies in at least 100 words The questionnaire prioritizes items that assess students' attitudes towards these strategies to evaluate their effectiveness.
The study examines the effectiveness of two active learning strategies on students' cognitive development, utilizing items aligned with the Factual Dimension of Bloom’s Taxonomy To achieve the study's objectives, the order of the items has been modified, and a detailed table of the changes made to the questionnaires is provided.
Table 3.3 Adapted items in questionnaires
A tt it udes of st u dents a bout t he act ive l ear ni ng st rat eg y
I found this strategy very useful I Strongly
The strategy enabled me to improve my critical opinions
The strategy made me feel part of the class I Strongly
With this strategy, I could express my opinions freely
With this strategy, I discovered faults in what I had previously believed to be right
With this strategy, I was more motivated to learn than usual
The strategy supported me to examine issues and discuss in an argumentative format
The strategy provides a good learning experience I Strongly
Factual D im ensi o n of Bl o o m 's T axo nomy
The strategy helped me remember the knowledge learnt in the course
The strategy helped me understand how the knowledge learned can be useful
The strategy helped me apply the knowledge learnt in real situations
The strategy helped me organize the ideas in real tasks like speaking and writing
The strategy helped me evaluate the issues and others’ opinions before making the final decision
The strategy helped me create the conversations or writing texts using the knowledge learnt
The questionnaire was conducted in English, but the researcher provided oral instructions and explanations in Vietnamese to prevent misunderstandings Students had 10 minutes to complete the questionnaire for each active learning strategy before moving on to the reflection section.
Reflection is an essential cognitive practice in research, particularly within qualitative studies, as highlighted by Dahlberg, Drew, and Nyström (2002) and Steier (1995) Originating from the "interpretive turn," reflection serves to legitimize and validate research procedures This practice fosters self-awareness by encouraging researchers to critically examine their own perspectives and biases, ultimately enhancing the quality and integrity of their work.
Analyzing students' reflections enhances reliability and strengthens validity in research In this study, the researcher utilized students' reflections alongside questionnaires to assess perceptions of the Think-Pair-Share and Small Group Discussion methods Participants dedicated 20 minutes each to reflect on these strategies, with clear and simple requirements for their written responses in English To prevent misunderstandings, oral instructions were provided as needed The goal of this reflective exercise was to gain deeper insights into students' views on the effectiveness of these collaborative learning techniques.
Data collection procedures
Step 1: Prepare beforehand and ask for consent:
The researcher contacted 80 students to ask for their agreement to participate in the study and do the survey
Step 2: Collect data from questionnaires and students’ reflections:
On a designated date, the researcher gathered participants to complete questionnaires, providing a brief overview of the survey's objectives After distributing the questionnaires, the participants had 60 minutes to respond Subsequently, the researcher collected and analyzed the results along with the students' reflections to conduct the study.
Data analysis
The study employed a mixed methods research design, incorporating both descriptive statistics and interpretative analysis to evaluate the data The analysis of data collected through questionnaires involved two primary steps.
Step 1: Examine the data: Once collecting the questionnaires, the researcher carefully examined whether (1) the questionnaire was completed; (2) the answers given were valid and simple to understand; (3) the given data answered the questions Ensuring that the questionnaires have met all those criteria, the researcher started analyzing the data
Step 2: Analyze and report the data: Data from 80 surveys were analyzed and synthesized Results from the questionnaires will help answer the research questions about which active learning was more useful and students’ perspectives on the usefulness of two active learning strategies The data will be processed in Excel which illustrates statistics in charts and tables
The study incorporated qualitative evidence from students' reflections alongside quantitative data from questionnaires The researcher employed coding procedures to analyze the responses, aiming to categorize and synthesize the data to uncover additional benefits perceived by students after utilizing the strategies The process began with open coding of students' answers, leading to the creation of relevant concepts that enhance understanding of their perceptions regarding the learning strategies Subsequently, the researcher grouped the codes based on their properties, forming concepts that represent distinct categories.
The researcher detailed the methodology of the study, utilizing Likert Scale questionnaires and students' reflections as primary data collection instruments A total of 80 students at the center completed the questionnaires The collected data was analyzed using Excel software, while the researcher also examined the students' reflections.
[Student T01]- “In my opinion, Think-pair-share is really helpful to improve learning [ ] I can directly share my thinking with partners that helps to make me more confident.”
The strategy allows students to share their thinking with partners
- The strategy allows students to share their thinking with partners
FINDINGS AND DISCUSSION
Comparison of the usefulness of two active learning strategies: Think-Pair-Share
of English The last section 4.3 provides explanation of the major findings of the research
The data were mostly presented in histogram, tables and charts
4.1 Comparison of the usefulness of two active learning strategies: Think-Pair- Share and Small Group Discussion
Students’ responses to the criterion of the usefulness of two strategies: Think-Pair-Share and Small Group Discussion are presented in the charts below
Figure 4.1 Students’ opinions on the usefulness of Think-Pair-Share
Figure 4.2 Students’ opinions on the usefulness of Small Group Discussion
As can be seen from the two charts above, a vast majority of students agreed and strongly agreed that Think-Pair-Share and Small Group Discussion are useful to
Students' opinions on the usefulness of Think-Pair-Share
I strongly disagree (-2) I disagree (-1) I am neutral (0)
Students’ opinions on the usefulness of small group discussion
I strongly disagree (-2) I disagree (-1) I am neutral (0)
A study revealed that 75% of students found the Think-Pair-Share strategy beneficial for their learning, while 18% remained neutral and 7% did not find it useful In contrast, 87% of participants agreed that Small Group Discussion significantly enhanced their language learning, with only 13% expressing neutral (8%) or negative (5%) views Overall, both active learning strategies proved valuable, but Small Group Discussion was more favored by students.
Learners’ perceptions of the usefulness of the two strategies to their learning of
4.2.1 Attitudes of students towards the two active learning strategies
This study investigates the effectiveness of two active learning strategies, with the questionnaire designed to highlight their positive features The table below summarizes the students' responses to these strategies.
Table 4.1 Attitudes of students towards Think-Pair-Share
Effects of Think-Pair-Share
Issue examination and discussion in an argumentative format
Table 4.1 reveals that a significant majority of students view Think-Pair-Share as an effective learning strategy, with 88.8% reporting a positive learning experience and 72.6% noting improvements in their critical thinking skills Additionally, over 80% of students felt that this approach allowed them the freedom to express their opinions (83.8%) and increased their motivation to learn (81.3%) More than three-quarters of students also saw Think-Pair-Share as an opportunity to correct past mistakes and engage in argumentative discussions Despite the high approval ratings, approximately 25% of students remained neutral or disagreed regarding the effectiveness of this strategy.
Table 4.2 Attitudes of students towards Small Group Discussion
Effects of Small Group Discussion
Agree Neutral Disagree Improvement of critical thinking 69 86.3% 8 10% 3 3.7%
Motivation towards learning 68 85% 11 13.7% 1 1.2% Issue examination and discussion in an argumentative format 65 81.3% 10 12.5% 5 6.2%
Table 4.2 reveals that over 90% of students reported a positive learning experience with Small Group Discussion Additionally, more than 80% of participants acknowledged six other beneficial effects of this method on their learning, with 86.3% of the researched students expressing agreement.
A study found that 34 participants reported an enhancement in their critical thinking skills through group discussions, with 85% feeling more engaged and motivated in classes utilizing this learning strategy Additionally, 83.8% of students appreciated the opportunity to correct their mistakes during group interactions, while 81.3% felt that Small Group Discussion allowed them to express their opinions more freely and engage in argumentative discussions Despite these positive outcomes, a small percentage of students (7.5% to 13.7%) remained neutral, and fewer than 7% disagreed with the effectiveness of Small Group Discussion.
4.2.2 Learners’ perceptions of the usefulness of two active learning strategies based on Factual Dimension of Bloom’s Taxonomy
This section highlights the contrasting opinions of students regarding two active learning strategies: Think-Pair-Share and Small Group Discussion The impact of these strategies on students is analyzed through the lens of Bloom's Taxonomy, which addresses various levels of cognitive development The students' feedback is quantitatively summarized in the tables provided below.
Table 4.3 Students’ responses to the usefulness of Think- Pair-Share and Small
Group Discussion based on Bloom’s Taxonomy
Taxonomy Think-Pair-Share Small Group
The strategy helped me remember the knowledge learnt in the course
The strategy helped me understand how the knowledge learned can be useful
The strategy helped me apply the knowledge learnt in real situations
The strategy helped me organize the ideas in real tasks like speaking and writing
The strategy helped me evaluate the issues and others’ opinions before making the final decision
The strategy helped me create the conversations or writing texts using the knowledge learnt
The analysis of student responses reveals significant variation across different research items, with a notable consensus (80%) on the effectiveness of Think-Pair-Share and Small Group Discussion Specifically, 92.5% of students felt that Small Group Discussion enhanced their retention of lesson material, slightly surpassing the 91.2% who found Think-Pair-Share beneficial for the same purpose Conversely, a higher percentage of students (93.7%) reported that Think-Pair-Share improved their understanding of the content compared to those who favored Small Group Discussion (91.2%) Overall, the data indicates that while Small Group Discussion often outperformed Think-Pair-Share in various aspects, the researcher chose to omit disagreement statistics (under 20%) to concentrate solely on the effectiveness of these two strategies.
4.2.3 Learners’ reflections on the use of Think-Pair-Share and Small Group Discussion
The researcher analyzed student reflections on the effectiveness of two active learning strategies, Think-Pair-Share and Small Group Discussion, confirming the positive effects noted in the initial questionnaires Additionally, students reported three significant benefits of these strategies While all students contributed reflections, the level of detail varied among their responses, providing valuable evidence for the findings.
The analysis of students' responses to open-ended questions revealed that the strategies significantly enhanced meaningful interactions among students Detailed evidence supporting this finding is provided in the table below.
Table 4.5 The strategies improve students’ interaction
Think-pair-share makes me active and using the knowledge that I've learnt […] more confident to share my opinions to my classmates – Student T23
In my opinion, Think-pair-share is really helpful to improve learning [ ] I can directly share my thinking with partners that (, which) helps to make me more confident – Student T01
[…] Think-Pair-Share improves my learning […] we can exchange knowledge and feel more confident to share ideas - Student- T74
Think-Pair-Share enhances my learning experience by boosting my confidence in communicating with peers Additionally, when students share their ideas with the class, it enriches our vocabulary with new words.
[…] small group discussion is very helpful for people like me who is very shy […] I can gradually open up and feel confident standing in front of people and sharing ideas -
[…] small group discussion makes me feel much more confident because I can interact and share ideas with other group members – Student S46
Engaging in small group discussions allows me to think critically and share my ideas directly with others Occasionally, I find myself debating with friends to validate my viewpoints, and these arguments ultimately boost my confidence in expressing my thoughts.
The strategies not only enhanced students' meaningful interactions with others but also significantly boosted their confidence Detailed evidence supporting these findings is provided in the research.
Table 4.6 The strategies improve students’ confidence
Think-pair-share makes me active and using the knowledge that I've learnt […] more confident to share my opinions to my classmates – Student T23
In my opinion, Think-pair-share is really helpful to improve learning [ ] I can directly share my thinking with partners that (, which) helps to make me more confident – Student
[…] Think-Pair-Share improves my learning […] we can exchange knowledge and feel more confident to share ideas - Student- T74
Think-Pair-Share enhances my learning experience by boosting my confidence in speaking with peers Additionally, when students share their ideas with the class, it enriches our vocabulary with new words.
[…] small group discussion is very helpful for people like me who is very shy […] I can gradually open up and feel confident standing in front of people and sharing ideas -
[…] I think Small Group Discussion did help me to improve my learning throughout the course […] I say this is because
Listening to the ideas of my group members allowed me to enhance my own understanding The insights and knowledge shared by others proved to be invaluable Through our discussions, we were able to identify misconceptions we had previously accepted as correct This collaborative process helped me feel more integrated within the class.
[…] small group discussion makes me feel much more confident because I can interact and share ideas with other group members – Student S46
Engaging in small group discussions allows me to think critically and share my ideas directly with others Occasionally, I find myself debating with friends to validate my viewpoints, and these arguments ultimately boost my confidence in expressing my thoughts.
Building up and enhancing the relationships with classmates
Participants in the study indicated that their involvement in Think-Pair-Share and Small Group Discussion activities led to enhanced quality in their existing relationships and the formation of new ones, as supported by the data presented in the table below.
Table 4.7 The strategies help students build up and enhance relationships with classmates
[…] Think-Pair-Share helps students to engage more in communication and create relationship – Student T08
Summary
In conclusion, this chapter has highlighted key findings obtained from the questionnaires, followed by a discussion of these results The upcoming chapter will provide a summary of these findings.