Think-pair-share (TPS) is an active learning technique that takes about 15 to 20 minutes of classroom time. Students are first encouraged to solve a problem on their own and then with their neighbor. Pairs of students then share their solutions with the class. This technique was used in a data structures and algorithms course and evaluated by structuring delivery to allow various comparisons to be made between traditional instruction and instruction involving TPS.

Student behavior in the classroom was observed. Thirty-one percent of students were assessed to be actively engaged when TPS was used, contrasting with only four percent when traditional instruction was used. Seventy-seven percent of students agreed that TPS had helped them learn concepts deeply. Pre- and post-tests found that knowledge gain was twice as much on average when TPS was used, though statistical significance was not reached for this result (p = 0.06). A structured interview revealed that the instructor was positive about the use of TPS. The instructor, however, indicated TPS was a time-consuming technique to routinely apply, which resulted in less course coverage.

Most data structures and algorithms courses have a laboratory component to promote active learning, yet the course reported on here did not. Furthermore, Table 2 shows that the average post-test score for both conditions was at the level of a fail. The validity of this study is therefore questionable. Nevertheless, readers should be convinced that TPS is an active learning technique worthy of consideration. This paper is recommended to instructors of data structures and algorithms.