Utilizing Integrated Think-Pair-Share and SSCS Techniques to Enhance Problem-Solving Skills in Mathematical Set among 10th Grade Students
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Bibliographic record
Abstract
This study aimed to investigate the impact of integrating Think-Pair-Share (TPS) and Search Solve Create Share (SSCS) techniques on the problem-solving skills of 10th-grade students within the framework of set theory, while also assessing participants' satisfaction with these methods. Conducted using a one-group experimental research design, the study involved 37 10th-grade students selected through cluster random sampling from a public school in Mahasarakham province, Thailand. Ethical considerations were meticulously observed throughout the study. Instruments utilized included a TPS and SSCS learning management plan, a Mathematics Set Problem Solving Ability Test, a Satisfaction Questionnaire, and Rubric Scoring. Data analysis employed percentage, mean score, standard deviation, and a one-sample t-test comparing to a predetermined criterion of 75% of the maximum score for each test. The results demonstrated that the integrated TPS and SSCS techniques were effective in developing students' problem-solving abilities and provided satisfying learning experiences. This underscores the efficacy of collaborative learning techniques, particularly in enhancing problem-solving skills. Additionally, the study highlights the potential of integrating various collaborative methods to achieve favorable outcomes in mathematics education.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it