From Dialogue to Distinction: Evaluating the Analytical Impact of TPS Strategy on Senior Secondary Students’ Critical Thinking and Academic Performance

Abstract

This research paper aims to explore the impact of the Think-Pair-Share (TPS) strategy on senior secondary students' critical thinking and academic performance. The study analyzes how this collaborative learning method facilitates deeper cognitive engagement and enhances academic outcomes. By evaluating both qualitative and quantitative data, this research investigates whether TPS, as an active learning strategy, improves students’ ability to critically assess information and perform academically in diverse subjects. The findings aim to provide insights for educators seeking effective methods to foster critical thinking and academic excellence in senior secondary classrooms.