International Journal of English Language Studies ISSN: 2707-7578 DOI: 10.32996/ijels Journal Homepage: www.al-kindipublisher.com/index.php/ijels IJELS AL-KINDI CENTER FOR RESEARCH AND DEVELOPMENT Copyright: © 2023 the Author(s). This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC-BY) 4.0 license (https://creativecommons.org/licenses/by/4.0/). Published by Al-Kindi Centre for Research and Development, London, United Kingdom. Page | 32 | RESEARCH ARTICLE Think-Pair-Share: A Strategy for Effective Student-Engaged Literature Classes Mary Joy C. Hernando 1 ✉ Raiza Rhea Reponte-Sereño 2 , Gloria Con-ui Cuevas 3 and Joavanni M. Pacaldo 4 1 MST-ELL, LPT., College of Arts and Sciences, University of Cebu-Main, Cebu City, Philippines 24 Ph.D., LPT., College of Arts and Sciences, University of Cebu-Main, Cebu City, Philippines 3 Ed.D., LPT., College of Arts and Sciences, University of Cebu-Main, Cebu City, Philippines Corresponding Author: Mary Joy C. Hernando, E-mail: maryjoyhernando8@gmail.com | ABSTRACT This study investigated the effectiveness of the Think-Pair-Share strategy in improving students' writing performances in literature classes. The researcher used a quasi-experimental design and randomly assigned 50 second-year education students to two groups: a control group and an experimental group. The control group used traditional methods, while the experimental group used Think-Pair-Share. The study employed the short story "Divide by Two" by Francisco Arcellana and a researcher- made rubric to assess students' performances. The experimental group had significantly higher post-test performances than the control group, suggesting that Think-Pair-Share is an effective strategy for improving students' writing performances in literature classes. In conclusion, the findings indicate that Think-Pair-Share effectively enhances students' writing performances in literature classes. This strategy can help students develop their cognitive and meta-cognitive skills, and it can also help them engage in more collaborative learning activities. | KEYWORDS Think-pair-share, student engagement, literature, quasi-experimental, Philippines | ARTICLE INFORMATION ACCEPTED: 02 October 2023 PUBLISHED: 19 October 2023 DOI: 10.32996/ijels.2023.5.4.4 1. Introduction Between 551 and 479 BCE, Confucius, a teacher and philosopher of the Autumn Period, wrote the Analects in Chinese history. One of his teachings still rings a bell for today's educators. He said: "I hear, and I forget. I see, and I remember. I do, and I understand." (Donovan & Bransford, 2005). In 1946, Edgar Dale popularized the Cone of Experience, which showed that students remember only 10% of what they read, but 90% when they view and participate in class (Jacob, 1999). In 1988, Ekwall and Odwall echoed the same dictum in the poem "How People Learn". Persons learn… "10 percent of what they read; 20 percent of what they hear; 30 percent of what they see; 50 percent of what they both see and hear; 70 percent of what they say as they talk; 90 percent of what they say as they do a thing" (Parry & Gregory, 1998). Today's educators have realized that teachers are no longer the only resource providers of knowledge, while obedient students remain reasonably contended to be spoon-fed inside the classrooms. Do they really learn?