Think-pair-share plus (TPS+): activities on unit conversion and finding the volume of solids for grade 7 learners

Abstract

The primary objective of this action research was to assess the efficacy of the Think-Pair-Share Plus (TPS+) strategy in enhancing Grade 7 mathematics engagement and achievement, particularly regarding unit conversion and volume calculations. Utilizing a one-group pretest-posttest design, the study involved 20 learners from Sapa Anding Agricultural Vocational Technical School. Quantitative analysis demonstrated a substantial and statistically significant increase in both academic performance and learner engagement levels following the intervention. Thematic analysis of student feedback highlighted that while the collaborative framework fostered conceptual clarity and enjoyment, some participants experienced difficulty with verbal articulation during the sharing phase. These findings suggest that integrating structured peer feedback into cooperative learning significantly bolsters mathematical competence. Ultimately, the study advocates for the broader implementation of TPS+, accompanied by targeted scaffolding, to effectively bridge gaps in student communication and conceptual mastery