The Effects of Integrating Think-Pair-Share Technique and Immediate Assessment Technology on Engagement and Academic Achievement in Fundamental Mathematics among Higher Education Students

This exploratory study examines the effectiveness of integrating Think-Pair-Share (TPS) technique with immediate assessment technology on academic achievement and student engagement in polynomial factorization among Thai higher education students. Using a quasi-experimental onegroup pretest-posttest design with mixed methods, we investigated 31 purposively selected students across diverse educational backgrounds. Key findings reveal a substantial improvement in academic achievement with very large effect size (Cohen’s d=−2.089,p<.001), demonstrating post-test scores (M=14.90,SD=1.578) significantly exceeding pre-test scores (M=10.71, SD=1.346). Student collaboration and participation achieved highest satisfaction (M=4.13, SD= 0.922), while independent problem-solving ability remained moderate (M=3.19,SD=0.946), indicating a critical pedagogical inconsistency. Most students (45.16%) identified teamwork as the primary strength. This study establishes TPStechnology integration as a promising blended collaborative learning model for Thai mathematics education, while revealing important considerations for confidence-building and differentiated instruction strategies.