The Effect of the Think Pair Share Cooperative Learning Model Assisted by TTS on Participation and Cognitive Learning Outcomes

Abstract

Despite the potential of cooperative learning to improve science instruction, limited evidence exists regarding the use of Think–Pair–Share supported by crossword puzzles to enhance student participation and cognitive learning outcomes. This study evaluates the effects of this instructional model on both outcomes using a quantitative quasi-experimental approach with a pretest–posttest control-group design. Participants comprised 28 students in the experimental group and 22 in the control group, selected through purposive sampling. Data were collected using a student participation questionnaire and cognitive pretests and posttests and analyzed through an independent-samples t-test and normalized gain (N-Gain) analysis. The findings show that student participation in the experimental group reached 81.29%, classified as exceptional. The analysis also yielded a significance value of .018 (< .05), while the experimental group achieved a higher N-Gain score (0.67) than the control group (0.53). These results indicate that crossword puzzle-assisted Think–Pair–Share positively affects student participation and cognitive learning outcomes. The study contributes to science education by demonstrating the value of integrating cooperative learning with interactive instructional media and provides practical support for teachers seeking to implement more engaging and innovative classroom strategies.