A Study on Teaching and Learning Mathematics in Area and Volume Using the Think-Pair-Share Technique for 3rd Year Students at Chomphet Secondary School, Chomphet District, Luang Prabang Province

Abstract

The objectives of this study were to compare the academic achievement of third-year students before and after learning mathematics on the topic of area and volume using the think-pair-share technique; to compare the academic achievement of third-year students in mathematics on the topic of area and volume against the 70% criterion using the think-pair-share technique; and to examine the satisfaction of third-year students with mathematics learning on the topic of area and volume through the think-pair-share technique. The instruments used in this study were seven lesson plans based on the think-pair-share technique; a mathematics achievement test consisting of multiple-choice items with four options, administered both before and after instruction; and a student satisfaction questionnaire on mathematics learning of area and volume through the think-pair-share technique, using a five-point Likert scale across four aspects. The data were analyzed using percentage, mean, standard deviation, and paired-samples t-test with SPSS software. The study found that the academic achievement of third-year students after learning mathematics on the topic of area and volume through the think-pair-share technique was significantly higher than before learning, at the 0.05 level. Students’ academic achievement after learning was significantly higher than the 70% criterion, at the 0.05 level. The satisfaction of third-year students with mathematics learning on the topic of area and volume through the think-pair-share technique was rated at a high level overall (Mean=3.74; S.D=0.82).