TDW 2021 Paper Presenter 12

Recently just joined IBTE as a Senior Technical Instructor after completing Master of Teaching (MTeach) this year. The Mteach was focusing on Vocational and Technical Education (VTE) Students. A graduate from University of Reading, with BSc Quantity Surveying. She had entered one of the UK conferences in 2019, namely the 9th International Conference on Sustainable Development in the Building and Environment and had been awarded the best paper award. Further, the research from her degree and conference was extended to a journal and recently just got published with the title “Climate change and the energy performance of buildings in the future – A case study for prefabricated buildings in the UK”.

Abstract

INVESTIGATING THE IMPACT OF THINK-PAIR-SHARE COOPERATIVE STRATEGY ON VTE STUDENTS’ LEARNING IN BUILDING QUANTITIES

Strand: Pedagogy

Active participation amongst students is highly encouraged to move towards student-centred learning. The purpose of this study was to investigate students’ learning through Think-Pair-Share (TPS) cooperative strategy particularly on students’ participation, as well as the resulting impact on students’ performance. This study used action research of TPS classroom intervention on 24 VTE students in addressing two research questions: (1) what is the impact of TPS on students’ learning during classroom discussions; and (2) how has the TPS impacted students’ learning during classroom discussions? Data from a video observation, pre-test, post-test, and selective interviews were collected. The findings revealed that TPS made the students more confident to speak up, to actively participate, and consequently contributed to an improved understanding of the lesson content as reflected in improvement of their post-test scores. Thus, the TPS strategy in this study was able to solve the issue of non-quality discussion.

Keywords:
Think-Pair Share Cooperative Learning, Active Participation, Students’ Performance.