Think-pair-share instruction produced higher conceptual learning in classical mechanics than conventional teacher-centered teaching in a quasi-experimental physics course¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The main treatment effect and the test x group interaction on MBT post-test scores were statistically significant in favor of the experimental (TPS) group. → Gok 2018 q2 i? The fractional learning gain of the TPS group (g=0.67, medium) exceeded that of the control group (g=0.25, low). → Gok 2018 (2)

Evidence¶

Gok 2018¶

Gok, T. (2018). The evaluation of conceptual learning and epistemological beliefs on physics learning by think-pair-share. Journal of Education in Science, Environment and Health (JESEH), 4(1), 69-80. https://eric.ed.gov/?id=EJ1170940

q2 · i? · causal · r2

A two-group pre-test/post-test quasi-experiment with 35 TPS students and 36 control students taught by the same instructor; a 2x2 repeated measures ANOVA on MBT scores gave Group F=200.16, Test F=734.81, Test x Group F=156.86 (df 1,69, p=0.000), and the article reports the interaction "statistically significant in favor of EG".

"The main treatment effect and interaction (test x group) between EG and CG were calculated to be statistically significant in favor of EG."

Gok 2018 (2)¶

Gok, T. (2018). The evaluation of conceptual learning and epistemological beliefs on physics learning by think-pair-share. Journal of Education in Science, Environment and Health (JESEH), 4(1), 69-80. https://eric.ed.gov/?id=EJ1170940

q2 · i? · causal · r2

Hake fractional gains computed for the same quasi-experiment: the TPS group's gain was "gEG=0.67 “medium”" while the control group's was "gCG=0.25 “low”"; no standardized effect size was printed, so impact is uncoded.

"The learning gain of EG was found to be gEG=0.67 “medium” and the learning gain of CG was calculated to be gCG=0.25 “low”."

Discussion¶

Related Claims¶

• Think-pair-share instruction produced more positive epistemological beliefs about physics and physics learning than conventional teacher-centered teaching, including on the PSG, SM/E and CU sub-scales — related
• Think–Pair–Share instruction produces a large statistically significant achievement advantage over traditional teaching in third-grade science — related
• Learning physics with the interactive Motion and Vector Analysis software produced higher conceptual understanding than traditional instruction in a quasi-experiment with XI-grade students — related