A Comparison of Students’ Learning Outcomes and Satisfaction in French Reading Comprehension Using the Think-Pair-Share Technique with Questions

Abstract

The objectives of this study were 1) to compare students’ learning outcomes before and after French reading instruction using the think-pair-share technique with questions, and 2) to assess students’ satisfaction with their French reading comprehension skills when taught through the think-pair-share technique with questions. The sample group comprised 21 Grade 4 students (including 13 females) from the Demonstration High School during the 2024–2025 academic year. The research instruments included: a think-pair-share learning management plan with questions, a test measuring students’ learning achievement, and a questionnaire evaluating students’ satisfaction with the development of their French reading comprehension skills through the think-pair-share teaching method with questions. The statistical methods employed for data analysis were mean, standard deviation, and the dependent samples t-test. The findings revealed that students’ French reading comprehension outcomes improved significantly after instruction using the think-pair-share method with questions. The mean score before instruction was 9.04 (SD = 1.35), while the mean score after instruction was 24.66 (SD = 2.70). Post-test results were significantly higher than pre-test results at the 0.05 level, confirming the research hypothesis. Students reported the highest level of satisfaction with the development of their French reading comprehension skills through the think-pair-share technique with questions, with a mean score of 4.62 (SD = 0.03), exceeding the expected assumption.