Enhancing the Speaking Participation of Grade 9 Students through the Think-Pair-Share Strategy

Think-Pair-Share (TPS) has been recognized as an effective cooperative learning strategy in improving students’ confidence and participation in speaking activities in English classes. This study examined the effect of the Think-Pair-Share Strategy on the speaking participation of Grade 9 students in English class during the School Year 2025–2026 in one of the public secondary schools in Ozamiz City. A one-group pretest-posttest design was utilized through instructional sessions that incorporated pair discussions, collaborative speaking activities, and structured oral communication tasks using the Think-Pair-Share Strategy. The participants were purposively selected and completed pretest and posttest assessments on students’ confidence in speaking English and speaking participation, including cognitive engagement, affective engagement, behavioral engagement, and motivation in speaking participation. Statistical tools such as frequency, percentage, mean, standard deviation, and paired t-test were used to analyze the data. Findings revealed that before the implementation of the Think-Pair-Share Strategy, learners demonstrated fairly satisfactory confidence in speaking English and good levels of speaking participation. After the implementation of the strategy, learners’ confidence and speaking participation improved to outstanding and excellent levels, respectively. The results further revealed a statistically significant difference between the learners’ scores before and after the implementation of the Think-Pair-Share Strategy. These findings confirm that Think-Pair-Share is an effective instructional strategy for enhancing learners’ confidence, participation, motivation, and engagement in speaking English activities.

Think-Pair-Share Strategy, confidence, English, speaking participation

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