Examining the effects of group-based activities on academic performance of Grade 9 students in economics by Mary Joanet Nulada Factes, Mary Rose Chavez Gayanilo, Conrad Joseph Mogato Pido, & Luis Gabriel Catilo Viterbo.
Publisher: [Iloilo City]: [Ateneo de Iloilo], c2024Description: 151p.DDC classification: Ref 373.07 Ex15 2024 Summary: This study aimed to determine the effectiveness of implementing group-based activities on the academic performance of Grade 9 students using the Economics subject as a point of testing. This study employed the randomized cluster approach in grouping participants across three (3) Grade 9 sections. Participants under the experimental group were randomly clustered and asked to complete a group activity together and do peer tutoring, while students in the control group were asked to do the same activity individually. Both groups were given a 40-item sample test in Economics, as well as a survey questionnaire regarding their perceptions towards group-based learning as part of the pretest and posttest. With the use of IBM-SPSS, the Paired Samples t-Test revealed that there was no significant difference in the pretest and posttest scores of those who participated in group-based learning and those who did not. Moreover, the mean difference showed that those who underwent the intervention had their mean scores increase from the pretest to the posttest, while those in the control group had a decrease in their mean scores. Furthermore, Cohen's d test revealed that group-based learning had a small effect on the experimental group's pretest and posttest scores.| Item type | Current location | Home library | Collection | Call number | Copy number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|---|---|
.png "Book"){kind=icon}
Book
|
High School Library | High School Library | Reference | Ref 373.07 Ex15 2024 (Browse shelf) | 1 | Available | HSD-027 |
| Title | Author | Pages |
|---|
This study aimed to determine the effectiveness of implementing group-based activities on the academic performance of Grade 9 students using the Economics subject as a point of testing. This study employed the randomized cluster approach in grouping participants across three (3) Grade 9 sections. Participants under the experimental group were randomly clustered and asked to complete a group activity together and do peer tutoring, while students in the control group were asked to do the same activity individually. Both groups were given a 40-item sample test in Economics, as well as a survey questionnaire regarding their perceptions towards group-based learning as part of the pretest and posttest. With the use of IBM-SPSS, the Paired Samples t-Test revealed that there was no significant difference in the pretest and posttest scores of those who participated in group-based learning and those who did not. Moreover, the mean difference showed that those who underwent the intervention had their mean scores increase from the pretest to the posttest, while those in the control group had a decrease in their mean scores. Furthermore, Cohen's d test revealed that group-based learning had a small effect on the experimental group's pretest and posttest scores.
300-399