TPS: Teaching Methods to Enhance Academic Performance and Self-Efficacy of Students in Filipino Subject

Teachers of the Filipino subject continuously face the challenge of improving the quality of teaching and learning. To address this, this study was conducted to assess the impact of the Think-Pair-Share (TPS) Method on the academic performance and self-efficacy of Grade 7 students at Surallah National High School. The objectives of this research are: (1) to analyze the outcomes of pre-test and post-test scores of students based on their academic performance; (2) to analyze the outcomes of pre-test and post-test scores based on their level of self-efficacy; (3) to determine the mean gain score of students after the intervention, for (3.1) academic performance and (3.2) self-efficacy; and (4) to describe the experience of students who underwent the use of the TPS Method. The research employed a pre-experimental design using a one-group pretest- posttest design. A section of students was subjected to a pretest, taught using TPS, and then re-assessed with a posttest to measure the change. Self-efficacy was also assessed using a 25-item Likert scale questionnaire from Fowler’s research (2018) before and after the intervention. The results showed that TPS had a significant effect on academic performance, with a mean score increase from 9.74 (pretest) to 20.06 (posttest), with a mean gain score of 10.32. In terms of self-efficacy, it also showed an increase from 2.46 to 3.60, with a mean gain score of 1.13. The results suggest that the Think-Pair-Share Method has the potential to aid in the development of academic performance and self-efficacy among students in the Filipino subject.