Abstract
This qualitative study explored the effectiveness of the Think-Pair-Share (TPS) technique in enhancing student participation in middle school science classes. The background highlights the significance of fostering engagement and critical thinking among learners, particularly in a context where motivation often declines. The purpose of the study was to investigate how TPS influences student participation and comprehension of scientific concepts. Utilizing a phenomenological research design, data were collected through semi-structured interviews and classroom observations involving a sample of 10 middle school students and 2 science teachers. The findings revealed three key themes: increased engagement, improved peer interaction, and enhanced critical thinking skills. Students reported feeling more confident in sharing their ideas and collaborating with peers, which contributed to a sense of community within the classroom. The conclusion emphasizes that the TPS technique not only promotes active participation but also supports academic performance in critical thinking and problem-solving. This study contributes to the understanding of effective teaching strategies in middle school science education and suggests that TPS can be a valuable tool for educators aiming to create a more dynamic and inclusive learning environment. Future research should investigate the long-term effects of TPS and its adaptability across various educational contexts.
