Ricky C. Bohol (Aiuthor)
Abstract
This study examined the effectiveness of selected teaching approaches—cooperative learning, inquiry-based learning, and technology-based instruction—in enhancing the Science performance of Grade 8 students at Sagad High School, Division of Pasig City, during the School Year 2024–2025. Using a quasi-experimental research design, three sections of students were exposed to different instructional strategies to determine their impact on learning outcomes. A total of 100 student-participants were involved, composed of 31 students under cooperative learning, 33 under inquiry-based learning, and 36 under technology-based instruction. A validated 50-item pretest and posttest aligned with Grade 8 Biology competencies were used to measure performance levels. Statistical tools such as mean, standard deviation, t-test, and one-way ANOVA were applied using SPSS to analyze data. Results revealed that all three groups showed significant improvement from “Fairly Satisfactory” to “Satisfactory” performance levels after exposure to their respective approaches. The computed t-values for all groups were statistically significant at the 0.05 level, indicating that the selected teaching approaches effectively enhanced students’ understanding and engagement in Science. However, ANOVA results showed no significant difference among the posttest scores of the three groups, signifying that each approach was equally effective in improving students’ performance. Further analysis revealed significant differences in students’ performance when grouped according to sex, sibling position, number of children in the family, monthly family income, parents’ educational attainment, and parents’ occupation, implying that these factors are predictors of academic achievement. The study concludes that cooperative learning, inquiry-based learning, and technology-based instruction are effective in promoting active learning, critical thinking, and conceptual understanding in Science. It is recommended that Science teachers employ varied learner-centered approaches and integrate technology and inquiry to make instruction more engaging and meaningful. The proposed action plan for improving Science performance is encouraged for implementation, and parallel studies are recommended to explore other influencing variables and grade levels.
Keywords: cooperative learning, inquiry-based learning, technology-based instruction, teaching approaches, Science performance, Grade 8 students
DOI: http://doi.org/10.69651/PIJHSS0404516
Recommended citation:
Bohol, R. C. (2025). Effectiveness of selected approaches in teaching Science for Grade 8 students. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 5591-5600. http://doi.org/10.69651/PIJHSS0404516
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