World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue IV (April 2026), pp.63-81
Author
Jhon Mark L. Capulong, MAEd, LPT
Graduate School, Osias Colleges, Inc.
Abstract
This study aimed to determine the effectiveness of selected active learning strategies on the academic performance of learners. Specifically, it sought to compare the pretest and posttest performance of the respondents to assess whether the implementation of the intervention resulted in significant learning gains. Using a quantitative research design, the study employed a one-group pretest–posttest approach involving 29 learners. A validated teacher-made test was administered before and after the intervention period. The collected data were analyzed using descriptive statistics and a t-test to determine the significance of the difference between pretest and posttest mean scores at the 0.05 level of significance.
The results revealed that learners’ pretest mean score was low, indicating limited prior knowledge of targeted competencies. After the implementation of active learning strategies, the posttest mean score showed a notable increase, reflecting an improvement in learners’ academic performance. Although the descriptive results indicated positive learning gains, the inferential analysis showed that the computed t-statistic did not exceed the critical value. The findings highlight the distinction between observable performance improvement and statistically significant outcomes. Classroom Noise, Unequal Participation, Time Management, Off-task Behavior, Limited Vocabulary, Pairing Issues, Difficulty in Listening, Overdependence on Partner, Disruption from Fast Finishers, and Assessment Challenges are the common challenges encountered during the implementation of TPS in selected mathematics topics lessons.
Based on findings, it is recommended that Think-Pair-Share Strategy continuously refined and implemented over a longer period to strengthen their impact on learners’ academic performance.
Keywords: Teacher-Implemented Active Learning Strategies, Think-Pair-Share, differentiated instruction, Grade One mathematics performance, early childhood education.
https://doi.org/10.65494/pinagpalapublishing.205
