Effects of think pair share Technique on Reading Comprehension of Elementary Students in District Peshawar

Abstract

The study was designed to find out how think pair share effects English reading comprehension among elementary level students in Peshawar district. The study is true experimental pretest posttest equivalent group design. Simple random sampling was used for the selection of eighty students. Think pair share technique was applied on forty students in experimental group and 40 of them were taught through traditional way in control group. The intervention lasted for 2 weeks. The experimental group that was taught by think pair share technique outperformed the control group because significant improvement was observed in post- test scores of students with the level significance 0.05. The group taught by think pair share (experimental group) surpassed the control group by 2.65. T-test was 4.17, larger than 1.99 table value P-value was 0.00016 smaller than 0.05 significance level (0.05). The (Cohen’s d = 0.88) effect size was large effect, showing statistically significant results difference between the control and experimental groups in post-test. The pretest mean score of experimental group was 3.15, and post-test mean score of experimental group was 9.8. The post experimental group exceeded pre-experimental group by 6.65. T-test value was 12.15 it was larger than the table value (1.99). P-value (<0.0001). (Cohen’s d = 2.78) showed very large effect. The treatment effect on the group that was taught by think pair share is much significant and showed better performance in reading comprehension level than traditional control group students. The findings have fundamental implications for the teachers of English subject to teach reading comprehension through Think pair share technique.