Proceedings of The 3rd International Conference on Advanced Research in Education
The Role of ‘Think-Pair-Share’ In Enhancing the Moroccan University Students’ Autonomy
Moving from high school to university presents one of the biggest challenges for Moroccan university students. This transition is critical to their perceptions of their duties and responsibilities in the academic setting. However, the perception of the university teacher as “a sage on the stage” is one of the barriers to their readiness to take responsibility for their learning. To help students remedy this problem, the ‘Think-Pair- Share’ has been used in this study as a post reading strategy, which allows students to think individually about answers to questions related to reading texts, share their ideas with partners and with the rest of the class. Research has demonstrated that learners can learn better through meaningful collaboration and sharing. (Routman, 2005). The objective of the study is to investigate the students’ perceptions of the role of the ‘Think-Pair-Share’ in promoting their autonomy in learning. The study adopts a qualitative approach and addresses the following research questions: (i) To what extent does the ‘Think-Pair- Share’ help in improving the students’ autonomy? (ii) How can this improvement be justified? The participants in the study are first year Moroccan university students. The research instruments used in the study combine a questionnaire and four focus groups of about 10 students each. Preliminary findings reveal that the ‘Think-Pair- Share’ is perceived positively by most of the students, who actively participated in the Think-Pair-Share’ activity for they felt more accountable for their learning, especially after having developed their collaboration and oral communication skills.
Keywords: collaboration skills; oral communication; perceptions; post-reading strategy; Responsibility.