Abstract

This action research aimed to investigate the effectiveness of Think aloud pair problem solving strategy (TAPPSS) in enhancing the academic performance of class X students in mathematics. The TAPPSS strategy was implemented as a revision tool to assess its influence on academic achievement. This action research was conducted among two sections of grade X students at Druklingthang Central School in 2021. The treatment group (N=20) received the TAPPS strategy during the revision process, while the control group (N=20) followed the conventional revision approach. Following a two- month intervention period, a post-test was administered to both the control group (N=20) and treatment group (N=20) using the prepared set of questions. To assess any improvement in mathematics achievement, eight Likert scale questions were developed for the data triangulation and were administered. To validate the study, quantitative analysis was performed on pre-test and post-test results of both experimental and control groups using the paired sample t-test, and individual sample t-test, and ANOVA test. The results indicated that the intervention strategy (TAPPSS) had a significant impact on the students’ mathematics achievement. Exploring the effectiveness of the TAPPS method in evaluating problem-solving behavior and achievement presents an intriguing avenue for the future research. This study could also focus on both mixed-ability pairs encompassing a high- performing student and a low-performing student, and high ability pairs composed of high achievers.