



















































Journal of Green Learning


Journal of Green Learning, e-ISSN 2807-890X 

Vol. 3, No. 1, June 2023, pp. 17-26. 
DOI: 10.53889/jgl.v3i1.193 

-------------------------------------------------------- 

 

The effectiveness of cooperative learning management using the 

TGT technique and Blooket applications towards problem-solving 

abilities of seventh grade students 
 

Ariya Wongsaming1, Wannatida Yonwilad2, Noppakun Tongmual3 
 

1,2 Faculty of Education and Educationnal Innovation, Kalasin University, Thailand 
3 Faculty of Science and Health Technology, Kalasin University, Thailand 

 

Article Info  ABSTRACT 

Article history: 

Received February 20, 2023 

Revised   April 16, 2023 

Accepted May 1, 2023 

 

 This research aimed to investigate the effectiveness of 

cooperative learning management using the TGT technique and 

Blooket applications towards problem-solving abilities of 

seventh grade students. The study employed quasi-experimental 

design, with a pre-test and post-test control group. A cluster 

random sampling technique was used to select samples from 

each group of 35 seventh grade students. Research tools 

included learning management plans and quizzes to evaluate 

mathematical multiplication and exponential division skills and 

problem-solving abilitiest test. The t-test statistics was used for 

analysis. Results indicated that the problem-solving abilities of 

students who received mathematical learning activities on 

multiplication and exponential division through cooperative 

learning management of TGT techniques combined with 

blooket applications were significantly higher than those who 

received conventional teaching at .05 level of statistical 

significance.  

 

Keywords: 

Blooket  

Cooperative learning 

Problems-solving 

TGT technique 

 

This is an open access article under the CC BY-SA license. 

 
Corresponding Author: 

Wannatida Yonwilad  

Faculty of Education and Educationnal Innovation 

Kalasin University 

Thailand 

Email: wantida.yo@ksu.ac.th 

 

1. INTRODUCTION  

Students must cultivate the ability to solve mathematical problems as a fundamental 

skill when studying mathematics (Tresnawati et.al., 2017). Problem-solving is a crucial aspect 

of learning mathematics and requires students to master strategies that enhance their creativity, 

logic, critical thinking, and systematic thought (NCTM, 2000). Consequently, solving 

mathematical problems proficiently is an essential learning objective (Inganah, Darmayanti, & 

Rizki, 2023). Students can only comprehend the subject matter if they comprehend 

mathematical concepts and their applications (Sukardjo & Salam, 2020). A mathematical 

concept comprehends a particular mathematical relationship (Simon, 2017; Sukardjo & Salam, 

2020; Sugianto et.al., 2022). Therefore, mathematical reasoning is the foundation of 

https://creativecommons.org/licenses/by-sa/4.0/


18 

 

mathematics. The reasoning process emerges when students construct their knowledge 

(Qomariyah & Darmayanti, 2023), constructing arguments by analyzing problems, proposing 

assumptions, drawing conclusions or generalizations, and evaluating the validity of their 

reasoning (Hu et.al., 2018; Bronkhorst et.al., 2022). 

The Teams Games Tournaments (TGT) technique, developed by DeVries & Edwards 

(1973) and further refined by DeVries et.al. (1978), is a cooperative learning strategy aimed at 

eliminating competition in the classroom, which often leads to winners and losers (Slavin, 

2009). The approach involves students working together to compete with other teams and 

contribute points to their team score (Faricha & Huda, 2020). Tournaments are held where each 

team member competes at a three-person table against others with a similar record in 

mathematics (Shamout, 2022), and the table assignments are changed to ensure fairness. The 

winner at each tournament table brings the same number of points to their team, regardless of 

which table it is at, allowing for equal opportunities for success among low and high achievers 

(Al Fath, 2021). In addition, high-performing teams are rewarded with team rewards. TGT is a 

practical teaching approach that promotes cooperation, healthy competition, and differentiation 

among students with varying ability levels (Klinmalee, 2022). The flexible approach can be 

adapted to different subject areas and age groups. 

Along with the rapid development of technology, computer programs are considered 

ideal mediums for teaching mathematical concepts (Nicolaou et.al., 2019; Panjaburee et.al., 

2022). Learning mathematics using technology provides new learning opportunities and 

potentially engages students with varying mathematical skills and levels of understanding 

through mathematical activities and tasks (Sedi & Mazlan, 2022). Moreover, visualizing and 

exploring mathematical concepts in a multimedia environment can innovatively foster 

understanding (Maharjan et.al., 2022). The rapid development of computer technology offers 

widespread opportunities for human beings to utilize it in various ways, including improving 

learning effectiveness. In mathematics classrooms, technology assists learners in performing 

accurate calculations, analyzing data, and exploring mathematical concepts, resulting in 

permanent and practical learning (Jacinto & Carreira, 2023). That comprehends abstract 

mathematical concepts, and it is essential to consider the learners' conditions. In various ways, 

junior high school mathematics instruction bridges the formal math taught in high school with 

the real-world mathematics learned in elementary school.  

According to Rais & Zhi (2022), utilizing social media platforms can positively impact 

students' ability to learn in a virtual classroom, enhance their learning experience, and boost 

their interest in learning mathematics. Moreover, Blooket.com is an intriguing gaming site that 

is entertaining and useful for learning. Both students and teachers can use it to interact in class 

and reinforce vocabulary learning. The fact that blooket records responses quickly and displays 

them on students' screens encourages them to complete the quiz at their own pace. Blooket also 

assists students in appreciating their efforts and accomplishments during the learning process. 

Furthermore, this platform has recently been updated with many new features (Thu & Dan, 

2023). According to Martin, Harbour, and Polly (2022), the pandemic has affected mathematics 

teaching.  

When used together, TGT and blooket can enhance the learning experience and improve 

students' ability to solve mathematical problems. By working in teams, students can support 

and learn from each other, leading to a better understanding of mathematical concepts. 

Additionally, using Blooket can make the learning experience more fun and engaging, which 

can help students stay motivated and focused. Studies have shown that using TGT and blooket 

in cooperative learning management can improve students' mathematical problem-solving 

abilities. For example, a study by Ibberson (2021) showed that using TGT and blooket in 

cooperative learning management can improve students' mathematical problem-solving skills. 

TGT techniques along with Blooket applications can positively impact students' ability to solve 



19 

 

mathematical problems by providing an engaging and interactive learning experience, 

promoting teamwork and communication, and enhancing students' problem-solving skills. 

The researchers conducted a study to compare the multiplication and division skills of 

exponential numbers among 7th-grade students at Khoksipittayasan School in Thailand. The 

study compared the effectiveness of the cooperative learning method with the TGT technique 

versus the traditional instructional method in teaching these skills. The study aimed to 

determine whether the cooperative learning method with the TGT technique could improve 

students' learning outcomes in multiplying and dividing exponential numbers. The study results 

guide teachers in their professional development and help them continue to teach other 

materials. The ability to multiply and divide exponential numbers is an essential foundational 

skill that can affect students' success in higher-level math concepts. Therefore, the researchers 

aimed to ensure learners could use the knowledge gained in their future studies. In summary, 

the study compared the effectiveness of different teaching methods in helping 7th-grade 

students master the multiplication and division skills of exponential numbers. The study's 

results could provide valuable guidance for teachers to improve their teaching style and help 

students develop their foundation in mathematical skills. 

 

2. METHOD  

The study used a quasi-experimental design with a post-test-only control group, which 

were cooperative learning management using the TGT technique combined with blooket 

applications. The particpants consisted of all 7th grade students at a Koksipittayasan school 

affiliated with the Khon Kaen Provincial Administration, Thailand. The samples included 70 

students chosen using purposive sampling, with 35 students in each group. To ensure that the 

classes were matched, students from both the experimental and control groups were selected 

from the same background, and a parametric test was conducted to confirm the normality of the 

data. The study employed a quantitative approach to compare students' final grades who 

received different treatments. Overall, the study investigated whether cooperative learning 

management using the TGT technique combined with Blooket applications could improve 7th 

graders' mathematical problem-solving skills in multiplication and exponential division. 

The researchers utilized two data collection techniques in their study: 

1. A math problem-solving skills test: The researchers developed a test to assess the 

mathematical problem-solving skills of first-graders. This test was administered to the 

experimental and control groups as a pre-test before any instructions were given. 

2. Cooperative learning management through the blooket application: The researchers 

implemented a cooperative learning management plan using the TGT (Team-Games-

Tournaments) technique in conjunction with a digital learning application called Blooket. This 

intervention was provided to the experimental groups for 8 hours of instructional time. The 

researchers collected data on the mathematical problem-solving skills in both the experimental 

and control groups after the intervention was completed. 

 

Table 1 A cooperative learning management plan utilizing the TGT method, along with the 

Blooket application 

 

Syntax TGT learning activities with the Blooket application 

Grouping students Teacher divided a group of studentes into 4-6 students. 

Teaching lessons 
Review of prior knowledge: Write a number in exponential form for 

each group of students to work together to multiply exponents with 

the same base and exponents as positive integers. 



20 

 

Syntax TGT learning activities with the Blooket application 

 

For example, multiplying exponents with the same base and with 

exponents as positive integers follows. Properties of exponential 

multiplication. 

 

When the instead of any number m and n is a positive integer 

amxan=am+n 

Example 1 Write down the multiplier 53x54 in exponential form. 

How to do it  53x54  = 53+4 

    = 57   

Answer 57    

 

Example 2 Write down the multiplier 49x710  in exponential form. 

How to do it  

 because 49 = 72  

 would have  49x72 = 72 x710 

    = 72+10  

    = 712  

Answer  712 

 

Example 3 Write down the multiplier (-3)4 x 35 in exponential form. 

How to do it  

 because   (-3)4   =    81 

 and  34     =   81 

 so      (-3)4    =   34 

 would have (-3)4  x  35 =  34  x  35 

    =   34+5 

    =    39 

Answer 39 

 

Example 4 Write down the multiplier (-5)6 x 52 in exponential form. 

How to do it   

 because    (-5)6  x  52 =   (-5)6  x  (-5)2 

    =   (-5)8 

 or      (-5)6  x  52 =   56  x  52 

    =            58 

Answer (-5)8 or 58   

Small group learning Let each student study the problem and consider the product of 

exponents with the same base and exponents as positive integers. The 

multiplier can be obtained by combining the exponents of each 

number using the same base, and the teacher suggests that students 

can learn more from the textbook. 

Competitive gaming 

by using the Blooket 

application 

It uses questions about the content learned by answering the problem 

through the Blooket application, where students prepare the group. 

The first responder will receive bonus points. The group that 

answered wrongly will not score. 

 



21 

 

Syntax TGT learning activities with the Blooket application 

 

 

 

 

 

 

 

 

 

 

 

Figure 1 Competitive gaming stages answer problems 

 

Points included and 

reward 

announcement 

Teachers bring together the scores of each person in the group and 

then announce the group's total score and reward them.  

 

         
 

Figure 2 Points included and reward announcement 

 

  

Table 1 describes a teaching method that utilizes the Blooket application to combine 

game materials with teaching and learning activities. Overall, competitive team learning with 

Blooket seems like a fun and engaging way to teach and reinforce lesson material while 

incorporating elements of competition and teamwork. 

3. Descriptive statistics: This includes measures such as mean, median, and standard 

deviation, which can provide an overview of the distribution of scores and the central tendency 

of the data. 

4. Inferential statistics: This includes statistical tests such as t-tests, which can be used to 

determine if there are significant differences between the pre-test and post-test scores. These 

tests can also be used to compare the scores of different groups of students, such as those who 

received the experimental treatment and those who did not. 

5. Effect size: This provides a standardized measure of the magnitude of the difference 

between the pre-test and post-test scores. Effect sizes can be calculated using various methods, 

such as Cohen's or eta-squared. 

The result can be shown in the empirical data and statistical description for answering the 

objectives of study. Statistical testing were employed and reported its significant differences. 

 

 



22 

 

3. RESULT AND DISCUSSION  

The research found that students who received instruction through cooperative learning 

with the TGT technique and Blooket applications performed significantly better on both 

multiplication and dividing exponents than those who received traditional instruction. A t-test 

is a statistical hypothesis test used to determine whether there is a significant difference between 

the means of two groups. Specifically, a two-sample t-test assuming equal variances is used 

when the variances of the two groups are assumed to be equal, as shown in Table 2. 

 

Table 2 Pre-test and post-test scores 

 

Group Score N Mean SD df t p 

control  
Pre-test 35 16.46 2.822 34 

15.643* .0000 
Post-test 35 25.69 2.720  

experiment 
Pre-test 35 16.34 3.058 34  

25.903* 

 

.0000 Post-test 35 30.80 2.868  

*  p <.05 

 

     Table 2 shows the mean scores for the pre-test and post-test in both the control and 

experimental groups and indicates that the post-test scores were significantly higher than the 

pre-test scores in both groups, with a significance level of 0.05. Suggests that the control and 

experimental groups improved their test scores throughout the study. Likewise, a study 

conducted by Zuhri et.al. (2022) suggests that TGT provide equally good performance 

compared to the direct model. This is similar to the results of Astri et.al. (2018), which 

concluded that students subjected to the TGT have better learning achievement. Munir & 

Darmanto (2022) also found that there is an influence of the TGT model on student mathematics 

learning outcomes. With the results of these research and related studies, nested TGT models 

can be effectively used in the learning process to build flat side space material to improve 

students' mathematical problem-solving abilities, which will, in turn, enhance their learning 

achievement. 

Teacher directs students to be ready to compete through games in the form of 

tournaments. Rosyida et.al. (2022) stated that the effectiveness of the use of cooperative 

learning by TGT technique assisted by the Kahoot application improves students' cognitive 

learning outcomes. This game was designed to measure how well students can connect the 

knowledge obtained from classroom presentations and teamwork (Yunanda et.al., 2018). 

Therefore, this stage is an essential activity for researchers to develop students' mathatical skills. 

The finding can be concluded that TGT help students to success in their learning potential and 

gain score in mathemtatics as well. 

  

Table 3 Results of the independent samples t-test pre-test scores of the experimental and control 

groups of students 

 

Group N Mean SD df t p 

control classes 35 16.46 2.822 34 
1.071* .146 

experimental classes 35 16.34 3.058 34 

*  p >.05 

 

Table 3 likely shows the results of the independent sample t-test used to compare the control 

and experimental groups. The t-test would have been used to determine whether there was a 

statistically significant difference between the mean scores of the two groups on either the pre-



23 

 

test or post-test. If the t-test indicated that there was no significant difference between the 

groups, this would suggest that the groups were comparable in terms of their pre-existing 

knowledge or abilities, which would strengthen the argument that any differences in post-test 

scores between the groups were due to the experimental intervention rather than other factors. 

As per the given information, Table 3 revealed no noteworthy difference in the scores 

of students in the therapy group. During the TGT and Booklet activities, the teacher guides 

students to prepare for competitive tournament games. These games are designed to assess 

students' ability to connect the knowledge acquired from classroom presentations and teamwork 

(Yunanda et.al., 2018). Hence, this phase is crucial for researchers to enhance students' 

mathematical skills. 

 

Table 4 Independent Samples t-test results for experimental and control groups students’ overall 

post-test scores in the TGT and Blooket activitie 

 

Groups N Mean SD df t p 
control classes 35 25.69 2.720 24 

8.177* .0000 
experimental classes 35 30.80 2.868 24 

*  p <.05 

 

The results presented in Table 4 suggest that the students in the experimental group 

performed significantly better on the post-test compared to the students in the control group. 

However, it is important to note that drawing definitive conclusions about the effectiveness of 

this intervention is difficult without additional information about the study design, sample size, 

statistical analysis, and other relevant factors. According to Primadani (2020), students with 

good reasoning ability must not only explain their strategies and reasons, but also analyze and 

compare solutions, and be able to draw conclusions together. The results of the study support 

the notion that students treated with the TGT learning model using the PQ4R strategy had better 

reasoning abilities than those treated using the direct learning model. This is consistent with 

previous research, which has demonstrated that the TGT learning model provides better 

learning outcomes than conventional learning (Rosyida, Islami, & Azhar, 2022). Students tend 

to be more interested and highly motivated when given the TGT learning model, as it helps 

them to master subject matter better. Additionally, the use of the PQ4R strategy helps students 

to maximize their abilities. Consequently, the TGT learning model combined with the PQ4R 

strategy is more effective in enhancing students' mathematical reasoning abilities than the direct 

learning model. 

 

4. CONCLUSION  

           Based on the research findings, here are some suggestions for implementing TGT 

technical cooperative learning management activities in conjunction with Blooket applications: 

1. Provide a suitable learning environment: Teachers should provide a suitable learning 
environment for TGT technical cooperative learning activities. This could include a 

connection to a smart TV or projector, whiteboards or other school supplies, and a 

comfortable classroom layout. 

2. Introduce the Blooket application before class: Teachers should introduce the Blooket 
application before the start of class. This will help students understand the basic 

functionality of the app and allow them to familiarize themselves with its features. 

3. Follow the sequence of steps: It is important for teachers to follow the sequence of steps 
in the TGT technical cooperative learning activities. This will ensure that the students 

are able to understand the material and engage in the activities effectively. 



24 

 

4. Provide clear instructions: Teachers should provide clear instructions for the TGT 
technical cooperative learning activities. This will help students understand what is 

expected of them and ensure that they can participate in the activities without confusion. 

5. Encourage collaboration and teamwork: TGT technical cooperative learning activities 
are designed to encourage collaboration and teamwork. Teachers should emphasize the 

importance of working together and provide opportunities for students to support each 

other. 

By following these suggestions, teachers can effectively implement TGT technical 

cooperative learning activities in conjunction with Blooket applications and help students 

engage in collaborative learning activities in a meaningful way. 

 

5. ACKNOWLEDGEMENT  

This research was supported by cooperation and financial support from Koksipittayasan 

School and Kalasin University, Thailand. 

 

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