Think-Pair-Share, Co Op-Co Op and Traditional Learning Strategies on Undergraduate Academic Performance
The study aimed to investigate the effect of using think-pair-share, co op- co op and traditional learning strategies on undergraduate students’ academic performance in educational psychology course. The convenience sample used consisted (70) undergraduate students’ who study the educational psychology course, from faculty of education at King Saud University. This study employed a quasi-experimental - nonequivalent control-group design with pretest, posttest and delayed posttest. In this study, educational psychology performance test (EPPT) was used to measure the students’ performance. The test consisted of 30 multiple choice questions to collect the relevant data. The data collected was analyzed using descriptive, one-way ANOVA, independent samples t-test statistical methods. Findings of this study revealed that: There was no significant difference in the pretest academic performance mean scores between students. There was significant difference in the posttest academic performance mean scores between the experimental groups (Co Op-Co Op), (Think-Pair-Share) and control group (traditional method). There was significant difference in the posttest academic performance mean scores of second and fourth year students after the intervention with favor for the second year students. There was no significant difference in the posttest academic performance mean scores between students from different specialization (psychology, special education, and islamic studies).There was significant difference between experimental group (Co Op-Co Op) and control group (traditional method) on the delayed posttest mean difference and significant difference between experimental group (Think-Pair-Share) and control group (traditional method).There was no difference in academic performance between the experimental groups (Co Op-Co Op) and (Think-Pair-Share) in the posttest and delayed posttest.
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Journal of Educational and Social Research ISSN 2239-978X(Print) ISSN 2240-0524(Online)
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