Author
Cheryl O. Tabora
Pagsabungan National High School
Cebu City, Philippines
Email: cheryl.tabora@deped.gov.ph
Abstract
This research assessed the implementation of the Think-Pair-Share (TPS) strategy and its performance on students’ understanding on Climate for Junior High School (JHS) Grade 9 at Pagsabungan National High School, Division of Mandaue City, during the third quarter of school year 2024-2025. The research aimed to evaluate the effectiveness of TPS as a collaborative learning approach and used the findings to develop lesson exemplars for Junior High School Science 9. The pre-test and post-test results analysis demonstrate a significant improvement in students’ climate competencies following instructional interventions. In the pre-test, many students were categorized under Average Mastery and Low Mastery, with many scoring between 0 and 4. However, the post-test results indicate that no students remained in the lower tiers and most advanced too. Closely Approximating Mastery or Mastered levels. Specifically, 38.46% of students Mastered explaining how various factors influence climate, compared to none in the pre-test, while 51.92% Closely Approximating Mastery. Similarly, 42.31% Mastered describing global climatic phenomena, with 30.77% Closely Approximating Mastery. The mean scores and low standard deviation increase suggest consistent student learning gains. The absence of students in the Low Mastery category in the post-test highlights the effectiveness of instructional strategies, such as technology-enhanced learning and differentiated instruction, in addressing learning deficiencies. The Think-Pair-Share (TPS) strategy was crucial in boosting student performance across genders, as evidenced by the overall score improvements and reduced variability. These findings reinforce the positive impact of structured and engaging teaching methods in fostering more profound climate-related knowledge and emphasize the need for continued implementation to support all learners, particularly those requiring additional assistance. Addressing these issues through structured facilitation, equitable participation, and scaffolding techniques can enhance TPS implementation. The findings highlight the necessity for adaptive, student-centered pedagogies to ensure comprehensive climate literacy among all learners.
Keywords: Fostering, collaborative learning, interaction dynamics, think-pair-share.
DOI: http://doi.org/10.69651/PIJHSS0501717
Recommended citation:
Tabora, C. O. (2026). Fostering collaborative learning and interaction dynamics: Think-pair-share in science 9. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 7933-7942. http://doi.org/10.69651/PIJHSS0501717
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