Science Leaderboard In Teaching Earth Science For Grade 7 Students of Bahile National High School For School Year 2018 – 2019
Jaybie S. Arzaga
Palawan State University, Puerto Princesa City, Palawan, Philippines
DOI: https://doi.org/10.54476/iimrj297
ABSTRACT
One of the teaching-learning strategies is cooperative learning. During the 4th quarter of the School Year 2018-2019, this study investigated the impact of using Science Leaderboard, a cooperative learning technique, in teaching Earth Science on the academic performance of Grade 7 students at Bahile National High School. This study was conducted using an experimental method, specifically a pretest and posttest control group design. In this study, a total of 100 students were respondents divided into two groups. Fifty students were taught using Science Leaderboard (experimental), and fifty students were taught without it (control). The mean, standard deviation, and T-test were used to analyze the results using the software SPSS 14.0. The mean and standard deviations were used to determine the students’ pretest and posttest results when Science Leaderboard was used and when Science Leaderboard was not used. The difference between the pretest and posttest performances of the two sections was determined using a paired T-test for correlated means. The difference between the two sections’ posttest performances was determined using an independent T-test for correlated means. The results showed that the posttest results of the two groups were significantly different. Teachers in any subject area should consider using Leaderboard as a cooperative learning technique in the classroom because it has been shown to improve student success and motivation for lessons.
Keywords: Science leaderboard, Cooperative learning, Earth Science, Experimental study, Philippines