Analyzing the Efficacy of Think-Pair-Share Strategy in Enhancing Critical Thinking and Academic Outcomes in Senior Secondary Accountancy Classrooms

Abstract

This study investigates the effectiveness of the Think-Pair-Share (TPS) strategy in enhancing critical thinking and academic performance in senior secondary Accountancy classrooms. As an interactive pedagogical method, TPS promotes collaborative learning and peer discussion, which are key to developing higher-order thinking skills. The study employed a mixed-method approach, including a quasi-experimental design and qualitative observations, to assess the impact of TPS on students' cognitive and academic development. Findings indicate significant improvements in both critical thinking skills and examination scores among students exposed to the TPS method.