T24S Vs TPS.
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| Title: | T24S Vs TPS. |
|---|---|
| Authors: | Dol, Sunita M.1 sunita_aher@yahoo.com |
| Source: | Journal of Engineering Education Transformations. 2021 Special Issue, Vol. 34, p725-732. 8p. |
| Subject Terms: | *Active learning, *Learning strategies, *College teachers, *Critical thinking, *Psychology of students |
| Abstract: | Think-Pair-Share(TPS) is a well known active learning strategy in which students work on the problem posed by the instructor, first individually, then in pair and finally together with the class. TPS develops technical and soft skill and promotes confidence, self learning & critical thinking ability. TPS consist of three phases: Think, Pair and Share phase, so this activity is not suitable for complex problem requiring more than two students to work in group to complete the task. Hence in this current study, TPS activity is modified and I renamed the activity as T24S (Think-Pair-Four in Group-Share) activity. T24S consists of four phases: Think, Pair, Four in Group and Share. In phase "Four in group", each pre-assigned pair team up with another pair creating a team of four students, they share their answer and work together to complete the task. In this paper, how T24S method can be used for the Theory of Computation of Second Year, System Programming and Compiler Construction of Third Year Computer Science and Engineering course is explained. To test the effectiveness of this T24S over TPS activity, two group post-test only method for the course Compiler Construction of Third Year Computer Science and Engineering is considered. The Learning Objectives (LOs) are - 1) Compute the FIRST set for the given context free grammar (CFG). (LOI), 2) Compute the FIRST set for the given context free grammar (CFG). (LO2) and 3) Construct the parsing table for LL(1) grammar (LO3). For control group TPS activity was considered after blackboard teaching while for experimental group, T24S activity was considered after blackboard teaching. Statistical analysis using t-Test and Mann Whitney test shows that statistically significant performance on a post-test is observed for the experimental group as compared to the control group. Also the feedback about the T24S activity was also conducted to check the students' perception about this activity. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Engineering Education Transformations is the property of Rajarambapu Institute of Technology and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 149063921 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: T24S Vs TPS. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dol%2C+Sunita+M%2E%22">Dol, Sunita M.</searchLink><relatesTo>1</relatesTo><i> sunita_aher@yahoo.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Engineering+Education+Transformations%22">Journal of Engineering Education Transformations</searchLink>. 2021 Special Issue, Vol. 34, p725-732. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teachers%22">College teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Think-Pair-Share(TPS) is a well known active learning strategy in which students work on the problem posed by the instructor, first individually, then in pair and finally together with the class. TPS develops technical and soft skill and promotes confidence, self learning & critical thinking ability. TPS consist of three phases: Think, Pair and Share phase, so this activity is not suitable for complex problem requiring more than two students to work in group to complete the task. Hence in this current study, TPS activity is modified and I renamed the activity as T24S (Think-Pair-Four in Group-Share) activity. T24S consists of four phases: Think, Pair, Four in Group and Share. In phase "Four in group", each pre-assigned pair team up with another pair creating a team of four students, they share their answer and work together to complete the task. In this paper, how T24S method can be used for the Theory of Computation of Second Year, System Programming and Compiler Construction of Third Year Computer Science and Engineering course is explained. To test the effectiveness of this T24S over TPS activity, two group post-test only method for the course Compiler Construction of Third Year Computer Science and Engineering is considered. The Learning Objectives (LOs) are - 1) Compute the FIRST set for the given context free grammar (CFG). (LOI), 2) Compute the FIRST set for the given context free grammar (CFG). (LO2) and 3) Construct the parsing table for LL(1) grammar (LO3). For control group TPS activity was considered after blackboard teaching while for experimental group, T24S activity was considered after blackboard teaching. Statistical analysis using t-Test and Mann Whitney test shows that statistically significant performance on a post-test is observed for the experimental group as compared to the control group. Also the feedback about the T24S activity was also conducted to check the students' perception about this activity. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Engineering Education Transformations is the property of Rajarambapu Institute of Technology and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 725 Subjects: – SubjectFull: Active learning Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: College teachers Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Psychology of students Type: general Titles: – TitleFull: T24S Vs TPS. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dol, Sunita M. IsPartOfRelationships: – BibEntity: Dates: – D: 02 M: 01 Text: 2021 Special Issue Type: published Y: 2021 Identifiers: – Type: issn-print Value: 23492473 Numbering: – Type: volume Value: 34 Titles: – TitleFull: Journal of Engineering Education Transformations Type: main |
| ResultId | 1 |
