Enhancing Students’ Grammar Awareness Using the Think-Pair-Share Strategy in English Classes

Grammar is foundational to language learning, yet many students struggle to master its rules and applications. Addressing this issue requires effective strategies that actively engage learners in meaningful grammar practice. Students who receive little or no traditional grammar training frequently have poor competency, impacting their academic performance and general communication. The purpose of the study is to examine how the Think-Pair-Share method enhanced the grammatical awareness of Grade 9 students. The study, which involved 30 randomly chosen students with low grammar proficiency, was conducted at a public secondary school in Misamis Occidental during the 2024–2025 academic year. The study used a classroom-based action research approach, collecting data through created lesson plans, pre-tests, post-tests, and observation tools. Student performance was described using mean and standard deviation, and the observed changes were analyzed using a paired sample t-test to establish statistical significance. Results revealed that before the intervention, students had a poor level of grammar awareness, with all participants who "Did Not Meet Expectation" category. Following the implementation of the Think-Pair-Share technique, students demonstrated significant improvement in grammatical performance, with many improving to higher levels. The statistical analysis revealed a significant distinction between pre- and post-test scores, showing that the improvement was not random. The Think-Pair-Share model encourages student participation, collaboration, and involvement in learning, making it a useful approach to grammar lessons. Educators may integrate this strategy into language instruction and consider combining it with other learner-centered techniques to support diverse student needs. The results demonstrate that Think-Pair-Share is a valuable and successful method of teaching grammar since it encourages participation, teamwork, and linguistic confidence. In order to meet their students' diverse learning needs, teachers should incorporate this concept in grammar sessions and combine it with other learner-centered approaches. To further its influence on language development, future scholars can investigate its use in different facets of English, such as speaking, writing, and reading.