Title: Effectiveness Of Group Investigation And Lecture-Based Instruction And Learners' Performance
Authors: Edchel A. Jabien,
Volume: 9
Issue: 5
Pages: 98-102
Publication Date: 2025/05/28
Abstract:
This study aimed to find out the effectiveness of Group investigation, Lecture-based instruction, and Combined strategies in learning social studies specifically among the ninth-grade Junior High School Students in three Schools of Manolo Fortich District IV for the Third grading period Calendar year 2024-2025. Specifically, it sought to examine the effectiveness of group investigation, lecture-based instruction, and the combination of both strategies in the class. To find out the performance of having group investigation and lecture-based instruction, or in employing both strategies in a class. And to analyze whether students can perform well in one single approach. This study utilized the quasi-experimental research. The statistical instrument being used in this study is the tests assessments pre-test-post-test design. To see if there's a noticeable difference between the three groups, this kind of assessment is used to measures a person's grasp of a subject in academic exams. In this study, the t-test equality of means is applied to compare the mean scores before and after the intervention for three different instructional methods: Group Investigation, Lecture-based Instruction, and a Combination of both strategies. The Group Investigation method led to an improvement in student performance, but the change was not statistically significant, indicating that the observed improvement could be due to random variation rather than the instructional method itself. The findings revealed that student's performance in Group Investigation showed a positive change in student performance, but it was not statistically significant. While in Lecture-based Instruction and Combination of both Strategies, both showed a decrease in student performance, but these changes were also not statistically significant. It is also highly recommended that teachers may provide a variety of activities to help students reach their full potential and involve them in different roles to show leadership, encouraging active participation in the teaching-learning process. School principals may encourage teachers to share their classroom best practices during Learning Action Cell (LAC) sessions, fostering a collaborative environment where effective strategies are exchanged and adopted by the entire group. DepEd officials can award certificates of merit to teachers whose best practices are shared with other schools or districts, thereby encouraging all teachers in the field to adopt and implement these effective strategies. Lastly, Educational policymakers and curriculum designers may consider these findings when developing educational standards and curricula.