The Effect of the Think Pair Share Cooperative Learning Model on Improving Social Studies Learning Outcomes of Elementary School Students

Abstract

This study investigated the effectiveness of the Think Pair Share (TPS) cooperative learning model in enhancing both student engagement and learning outcomes in elementary-level Social Studies. Employing a mixed-methods classroom action research design, the study involved 20 fourth-grade students. The intervention followed a two-cycle procedure with a pre-cycle baseline assessment. The initial pre-cycle results revealed a significant problem, with a class mean score of 53.25 and only 40% of students achieving mastery, alongside observed passive learning behaviors. In Cycle I, the implementation of the TPS model led to a moderate improvement, with the mean score rising to 68.7 (80% mastery) and student engagement reaching 72.5%. Following strategic refinements, Cycle II yielded highly significant results, with the mean score soaring to 91 and achieving a perfect 100% mastery. Student engagement also increased substantially to 91.25%. A normalized gain (N-Gain) score of 0.8 in Cycle II indicated a high level of improvement. The findings confirm that the systematic application of the TPS model is a highly effective pedagogical intervention. It provides a viable, evidence-based solution for educators aiming to transform traditional classrooms into dynamic, student-centered learning environments, thereby addressing the persistent challenges of low participation and academic achievement.