The Effects of the Think-Pair-Share Technique Integrated with Gamification on Academic Achievement and Historical Analytical Thinking Skills of Grade 5 Students

Abstract

This research aimed to: 1) examine the effectiveness of the instructional management using the Think-Pair-Share technique integrated with gamification based on the 80/80 criterion; 2) compare students' academic achievement before and after learning through the aforementioned instructional approach; and 3) compare students' historical analytical thinking skills before and after instruction using the same method. The research employed a One-Group Pretest-Posttest Design. The research instruments included lesson plans based on the Think-Pair-Share technique integrated with gamification concepts, a learning achievement test, and                 a historical analytical thinking skills assessment. The population consisted of 89 Grade 5 students at Assumption College Sriracha during the summer semester of the 2024 academic year. The sample was a cluster-randomized group of 30 students from Grade 5/1. The data were analyzed using mean (𝑥̅), standard deviation (S.D.), and paired-sample t-tests to evaluate instructional effectiveness, academic achievement, and analytical thinking skills.

The research findings revealed that: 1) the effectiveness of the instructional management using the Think-Pair-Share technique with gamification was 88.90/84.86, which exceeded the 80/80 standard criterion; 2) students’ post-instruction academic achievement was significantly higher than their pre-instruction scores at the .05 level; and 3) students’ post-instruction historical analytical thinking skills were also significantly higher than their pre-instruction scores at the .05 level.