The Development of Academic Achievement of Basic Accounting by Organizing Collaborative Learning Activities through Think-Pair-Share for First-year Vocational Certificate Students

Abstract

Background and Aims: Organizing learning in the subject of basic accounting is teaching and learning, emphasizing actual practice for students to train themselves, to practice skills so that students can actually practice. Upon graduation according to the curriculum, learners must have real knowledge, skills, and the ability to practice. The research Accounting Skill Development through Think-Pair-Share for first-year vocational certificate students. Study of low achievement problems, Learning efficiency, and Student satisfaction. Using collaborative learning activities Think-Pair-Share and Skill Exercises improve quality and efficiency. Which is the problem of this research. This study aims to 1) develop a cooperative learning activity of Think-Pair-Share for first-year vocational certificate students with the effective criteria of 80/80, 2) compare the academic achievement of first-year vocational certificate students before and after learning through the Think-Pair-Share with the effective criteria of 80 percent, and 3) to investigate the satisfaction of first-year vocational certificate students with the Think-Pair-Share cooperative learning activity.

Methodology: The samples used in the research were 30 first-year vocational certificate students in one class of accounting major in the two semesters of the academic year 2023 at Nong Han Vocational College under the Office of the Vocational Education Commission, Udon Thani Province. They were included in the study through group random sampling. The research instruments were 1) a lesson plan, 2) an academic achievement test, and 3) a satisfaction survey. Statistics used in data analysis included percentage, mean, standard deviation, and t-test statistics (one-sample t-test).

Results: The study revealed three findings. First, the effectiveness of Think-Pair-Share cooperative learning of first-year vocational certificate students was 84.78/83.33, which was higher than the criteria. Second, students demonstrated academic achievement after Think-Pair-Share cooperative learning higher than the criteria of 80 percent, with a statistical significance level of .05. Lastly, first-year vocational certificate students reported the highest level of satisfaction with the Think-Pair-Share cooperative learning activity.

Conclusion: The collaborative learning activities employing peer-teaching techniques significantly enhance the effectiveness of education for first-year professional certificate students, as evidenced by high-efficiency scores and improved academic performance, resulting in the utmost satisfaction among the students.