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 $\mathbf{d}=-2.089, \mathbf{p}\lt.001$), demonstrating post-test scores ($M=14.90, S D=1.578$) significantly exceeding pre-test scores ($M=10.71$, $S D=1.346$). Student collaboration and participation achieved highest satisfaction ($\mathrm{M}=4.13$, $\mathrm{SD}=$ 0.922), while independent problem-solving ability remained moderate ($\mathrm{M}=3.19, \mathrm{SD}=0.946$), 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.