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Think-Pair-Share: Promoting Equitable Participation and In-Depth Discussion.
Open accessAbstract
Introduction: Increasing student participation within the classroom can improve student engagement, the classroom environment, and student learning, and can provide for more diverse perspectives on the content. Think-pair-share (TPS) is an instructional strategy that can be used to promote and support student participation and enhance learning. Our study aimed to investigate the use of this strategy in early medical education. Methods: Using content analysis of video recordings, equity mapping software, and student surveys, we examined the implementation of TPS in three different small groups of first-year medical students. We looked for increased student participation, equity in the distribution of student participation, and quality of discussion as evidence of TPS’s effectiveness in promoting student learning. Results: TPS increased student participation and improved the quality of discussion. Additionally, students indicated TPS positively affected their learning, with the “thinking” and “pairing” time being especially important. Conclusions: In utilizing TPS as an instructional strategy, medical educators can provide a structure that promotes a more equitable distribution of student participation, increased student interaction, and in-depth collaborative dialogue that enhance the overall learning experience.
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“Cooperative learning models such as TPS have the potential to reduce these disparities by creating structured and supportive interaction among students (Guenther & Abbott, 2024).”
From EFFECTIVENESS OF USING THINK PAIR SHARE MODEL IN INCREASING STUDENT PARTICIPATION IN ECONOMIC SUBJECTS FROM GENDER PERSPECTIVES (2025) · cites this paper as Guenther & Abbott, 2024
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“At the same time, TPS helps male students by directing their natural desire for verbal participation into deeper and organized discussions”
From EFFECTIVENESS OF USING THINK PAIR SHARE MODEL IN INCREASING STUDENT PARTICIPATION IN ECONOMIC SUBJECTS FROM GENDER PERSPECTIVES (2025) · cites this paper as Guenther & Abbott, 2024
In the citing paper
“This is consistent with previous studies which state that the think pair share learning model can enhance student participation in learning (Guenther & Abbott, 2024; Mundelsee & Jurkowski, 2021).”
From EFFECTIVENESS OF USING THINK PAIR SHARE MODEL IN INCREASING STUDENT PARTICIPATION IN ECONOMIC SUBJECTS FROM GENDER PERSPECTIVES (2025) · cites this paper as Guenther & Abbott, 2024
In the citing paper
“TPS contributes to reducing this participation gap by giving students a safer and more organized place for discussion to each other in pairs before sharing with the entire class.”
From EFFECTIVENESS OF USING THINK PAIR SHARE MODEL IN INCREASING STUDENT PARTICIPATION IN ECONOMIC SUBJECTS FROM GENDER PERSPECTIVES (2025) · cites this paper as Guenther & Abbott, 2024
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Research works printed but not linked: 8
- Johnson DW, Johnson RT, Smith KA. Cooperative learning: improving university instruction by basing practice on validated theory. J on Excellence in University Teach.2014;25:1-26.
- Lange C, Costley J, Han SL. Informal cooperative learning in small groups: the effect of scaffolding on participation. Issues Educ Res. 2016;26:260-279.
- Rocca KA. Student participation in the college classroom: an extended multidisciplinary literature review. Communications Ed. 2010;59:185-213.
- Webb NM. The teacher's role in promoting collaborative dialogue in the classroom. Br J Educ Psychol. 2009;79(Pt 1):1-28. doi:10.1348/000709908X380772 r. Ritchhart R, Church M, Morrison K. Making Thinking Visible.Jossey-Bass; 2011. · DOI
- Lyman F. The responsive classroom discussion. In: Anderson AS, ed. Mainstreaming Digest.University of Maryland College of Education; 1981:109-113.
- Ganatra S, Doblanko T, Rasmussen K, et al. Perceived effectiveness and applicability of Think-Pair-Share including Storytelling (TPS-S) to enhance clinical learning. Teach Learn Med. 2021;33(2):184-195. doi:10.1080/10401334.2020.1811094 · DOI
- Kaddoura M. Think Pair Share: A teaching learning strategy to enhance students' critical thinking. Educ Res Q. 2013;36:3-24.
- Reinholz DL, Shah N. Equity analytics: A methodological approach for quantifying participation patterns in mathematics classroom discourse. J Res Math Educ. 2018;49(2):140-177. doi:10.5951/jresematheduc.49.2.0140 · DOI
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Gunawan, A., Mulyadi, H., & Istikomah, N. (2025) · Jurnal Pendidikan Ilmu Sosial · doi:10.23917/jpis.v35i2.14004 · Cited by 1
“On the other hand, one of students' roles in the learning process is active participation (Kong, 2021), where active participation is one of the indicators of success in learning (Guenther & Abbott, 2024).”
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Metadata
- Authors
- Guenther, A. R., & Abbott, C. M.
- Affiliations
- Saginaw Valley State University (US)
- Michigan State University (US)
- ORCID
- Guenther, Amy R.
- Venue
- PRiMER
- Published
- 2024-01-30
- Volume
- 8
- Pages
- 7-7
- ISSN
- 2575-7873 (ISSN-L)
- PMC
- PMC10887392
- OpenAlex
- W4394752157
- Cited by
- 25
- References
- 0
- Citations by year
- 2026: 13 · 2025: 9 · 2024: 3
- FWCI
- 10.36
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- PRiMER (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Innovations in Medical Education
- Social Sciences › Education › Innovative Teaching Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- Think Pair Share, student participation, small group discussion, first-year medical students, early medical education, cooperative learning, student engagement, discussion quality
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