Effects of Jigsaw and Dramatization Instructional Strategies on Upper Basic 2 Students’ Interest and Academic Performance in Social Studies
CHAPTER ONE
Objectives of the Study
The objectives of this study are as follows:
- To assess the impact of the Jigsaw instructional strategy on the interest and academic performance of upper Basic 2 students in Social Studies.
- To evaluate the effect of the Dramatization instructional strategy on the interest and academic performance of upper Basic 2 students in Social Studies.
- To compare the effectiveness of the Jigsaw and Dramatization instructional strategies in promoting interest and academic performance in Social Studies among upper Basic 2 students.
CHAPTER TWO
LITERATURE REVIEW
Conceptual Review
Instructional Strategies
Instructional Strategies encompass a diverse range of methods and techniques that educators employ to facilitate the teaching and learning process. These strategies are fundamental in creating effective educational experiences for students and hold the potential to significantly influence their academic performance and interest in various subjects, including Social Studies (Gambari et al., 2015). The choice of an instructional strategy is a critical decision made by educators, as it shapes the overall learning environment and plays a pivotal role in conveying knowledge and skills to students (Stoet & Geary, 2023).
The field of education recognizes that there is no one-size-fits-all approach to instructional strategies. Different subjects, age groups, and student backgrounds may require tailored approaches to optimize learning outcomes (Timayi et al., 2015). As a result, educators must carefully select instructional strategies that align with their teaching objectives and the unique needs of their students (Ababio, 2007). This selection process involves considering the specific goals of the curriculum and the characteristics of the student population (Holliday, 2020).
Instructional strategies serve as a roadmap for educators, providing a structured framework for the delivery of content and the engagement of students (Stoet & Geary, 2023). Depending on the chosen strategy, students may experience collaborative learning, active participation, role-playing, storytelling, or other pedagogical approaches. These strategies are designed to promote understanding, critical thinking, and problem-solving skills while keeping students engaged and motivated (Achor, 2016).
The impact of instructional strategies on students’ interest and academic performance is a topic of great interest in educational research. By understanding how different strategies affect learning outcomes, educators can make informed decisions about which methods are best suited to their teaching contexts (Jansoon et al., 2018). This knowledge is essential for creating effective teaching and learning experiences in various educational settings, from primary schools to higher education institutions (Moreno, 2019). It underscores the significance of the choice of instructional strategy as a key determinant of educational success and student engagement.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter outlines the methodology employed in the research study, aiming to investigate the effects of Jigsaw and Dramatization instructional strategies on the interest and academic performance of Upper Basic 2 students in Social Studies. The methodology encompasses the research design, target population, sampling technique, sources, methods of data collection, data analysis, validity and reliability measures, as well as ethical considerations.
Research Design
The selection of a research design plays a pivotal role in shaping the structure and approach of a study. In this research, a quantitative survey research design was adopted to effectively address the research objectives. This design facilitated the systematic collection of numerical data from a substantial sample of respondents, allowing for a comprehensive analysis of the relationship between instructional strategies, such as the Jigsaw and Dramatization techniques, and their impact on student’s interest and academic performance in Social Studies. The adoption of this quantitative survey design was grounded in the necessity to gather data from a substantial number of respondents, ensuring that the study’s findings would be generalizable and that variables could be measured with a high degree of precision (Saunders, Lewis, & Thornhill, 2016).
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
Data Presentation
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
The findings of this study offer valuable insights into the effectiveness of the Jigsaw and Dramatization instructional strategies in promoting the interest and academic performance of upper Basic 2 students in Social Studies. The study’s objectives were to investigate the impact of these strategies on students’ interest and academic performance in the subject. Through a quantitative survey research design and a sample of 104 Upper Basic 2 students, data was collected, analyzed, and interpreted to provide an in-depth understanding of the topic.
Table 4.1 highlights the distribution of questionnaires, revealing that 86.7% of the questionnaires were returned and completed, demonstrating a high response rate among the students. This indicates their willingness to participate in the study and provides a strong foundation for the subsequent data analysis.
An essential component of this research is the demographic information of the respondents, as presented in Section A of the questionnaire. This information included details about the student’s age, gender, and prior exposure to the Jigsaw and Dramatization instructional strategies. The results in Tables 4.2 and 4.3 demonstrate the age distribution and gender composition of the sample. The majority of the respondents fell within the 10-13 age range, aligning with the Upper Basic 2 category. Moreover, the sample predominantly consisted of male students (85.6%), reflecting the gender distribution in the chosen school.
The students’ prior experience with the instructional strategies was a crucial element of this study. Table 4.4 illustrates that a substantial majority of the students (94.2%) had participated in the Jigsaw instructional strategy for various subjects, underscoring its familiarity and prevalence. Similarly, Table 4.5 demonstrates that 83.7% of the students had experience with the Dramatization strategy. These results indicate that Upper Basic 2 students had prior exposure to both instructional strategies, which is essential for assessing their impact on interest and academic performance.
The study then delved into the students’ perceptions of their performance in Social Studies, as shown in Table 4.6. It reveals that almost half of the students rated their performance as “excellent,” with a significant number describing it as “good” (18.3%). These findings suggest that the students possess a degree of self-confidence regarding their performance in Social Studies, providing a context in which the instructional strategies’ influence can be assessed.
The heart of this research lies in the students’ perspectives on the impact of the Jigsaw and Dramatization instructional strategies. Tables 4.7 and 4.8 present students’ views on the influence of these strategies on their interest in Social Studies. For the Jigsaw strategy, a substantial majority either strongly agreed (20.2%) or agreed (47.1%) that it enhanced their interest in the subject. Likewise, the results for the Dramatization strategy are similarly positive, with 35.6% strongly agreeing and 37.5% agreeing that it contributed positively to their interest.
Table 4.9 investigates the students’ perceptions regarding the relative effectiveness of the two strategies in promoting their interest in Social Studies. The results show that many students either strongly agreed (27.9%) or agreed (40.4%) that both Jigsaw and Dramatization were equally effective. These findings suggest that students perceive both strategies as being on par in terms of generating interest.
Another crucial aspect of this study was the examination of the strategies’ impact on academic performance. Table 4.10 presents students’ opinions on the effect of the Jigsaw strategy, and Table 4.11 addresses the effect of the Dramatization strategy on their academic performance. Both tables highlight a positive view from the students, with a significant number strongly agreeing or agreeing that these strategies contributed to their academic success.
Table 4.12 brings students’ perceptions together, examining whether they found both strategies to be equally effective in enhancing their academic performance. The results indicate that a substantial majority either strongly agreed (28.8%) or agreed (47.1%) with this statement. This suggests that many students do not perceive one strategy as significantly superior to the other, emphasizing their effectiveness in improving academic performance in Social Studies.
Lastly, Tables 4.13 to 4.15 investigated students’ challenges in determining the more effective strategy for both generating interest and improving academic performance. The data indicates that most students either strongly agreed or agreed with the notion that making a definitive judgment between the strategies is challenging. This underscores the students’ perception that both Jigsaw and Dramatization have unique qualities and may be equally effective in different ways.
In summary, this study has provided a comprehensive understanding of Upper Basic 2 students’ perspectives on the Jigsaw and Dramatization instructional strategies’ impact on their interest and academic performance in Social Studies. The findings reveal that both strategies are perceived positively by the students, with the majority acknowledging their effectiveness in generating interest and improving academic performance. Additionally, students consider the two strategies to be equally effective, suggesting that both methods have their strengths and can be suitable for different learning contexts. These results offer valuable insights to educators, curriculum developers, and policymakers, emphasizing the importance of considering students’ perceptions when selecting instructional strategies for Social Studies at the Upper Basic 2 level. Ultimately, the study’s findings contribute to the ongoing discourse on effective teaching methods in the field of education.
Conclusion
The hypotheses tested in this study provided a comprehensive examination of the impact of the Jigsaw and Dramatization instructional strategies on the interest and academic performance of Upper Basic 2 students in Social Studies. The results of the one-sample t-tests, conducted at a 5% level of significance with a critical value of 2.92, have led to the rejection of all three null hypotheses.
First, the null hypothesis that the Jigsaw instructional strategy has no impact on the interest and academic performance of students was rejected. The sample mean for the Jigsaw strategy (M = 95.00) was significantly higher than the assumed mean of 0, and the t-test indicated a significant impact (t = 23.47, p < 0.001). This demonstrates that the Jigsaw instructional strategy has a positive impact on both students’ interest and academic performance in Social Studies.
Second, the null hypothesis that the Dramatization instructional strategy has no impact on the interest and academic performance of students was also rejected. The sample mean for the Dramatization strategy (M = 92.67) was significantly higher than the assumed mean of 0, and the t-test showed a significant impact (t = 17.67, p < 0.001). This implies that the Dramatization strategy positively affects both the interest and academic performance of students in Social Studies.
Finally, the null hypothesis that the Jigsaw and Dramatization strategies are equally effective in fostering interest and improving academic performance in Social Studies was rejected. The sample mean for the combined impact of both strategies (M = 82.00) was significantly higher than the assumed mean of 0, and the t-test demonstrated a significant impact (t = 10.01, p < 0.001). This suggests that the Jigsaw strategy, Dramatization strategy, or a combination of both is effective in enhancing students’ interest and academic performance.
In conclusion, the study’s findings indicate that both the Jigsaw and Dramatization instructional strategies have a positive impact on Upper Basic 2 students’ interest and academic performance in Social Studies. These results have significant implications for educators, curriculum developers, and policymakers, highlighting the importance of utilizing these strategies to enhance the teaching and learning experience. Additionally, the rejection of the null hypothesis regarding the equal effectiveness of both strategies emphasizes the distinct qualities of each method, enabling educators to make informed decisions when choosing instructional strategies to engage students effectively and improve their academic outcomes.
Recommendations
Based on the findings of this study and the impact of instructional strategies on Upper Basic 2 students’ interest and academic performance in Social Studies, the following recommendations are offered:
- Incorporate Jigsaw and Dramatization Strategies: Educators should integrate both the Jigsaw and Dramatization instructional strategies into their teaching methods for Social Studies. These strategies have been found to positively influence students’ interest and academic performance.
- Teacher Training: Provide professional development opportunities for teachers to equip them with the necessary knowledge and skills to effectively implement the Jigsaw and Dramatization strategies in the classroom. This can enhance the quality of instruction and maximize the benefits for students.
- Balanced Approach: While both instructional strategies have proven effective, educators should adopt a balanced approach and use them based on the specific learning objectives and students’ needs. Understanding when to employ each strategy is crucial.
- Curriculum Enhancement: Curriculum developers should consider incorporating these instructional strategies into the Social Studies curriculum. This alignment can make learning more engaging and effective for Upper Basic 2 students.
- Regular Assessment and Feedback: Implement regular assessments and feedback mechanisms to monitor the progress and impact of instructional strategies. This ongoing evaluation will help teachers adjust their methods for continuous improvement.
- Parental Awareness: Engage parents and guardians in understanding the importance of these instructional strategies and their positive impact on students. Encourage parents to support these methods outside the classroom.
- Research and Innovation: Encourage and support further research in the field of educational strategies. Investigate new and innovative approaches to teaching that can further enhance students’ interest and academic performance.
- Resource Allocation: Schools and educational institutions should allocate resources for the development and procurement of materials and resources required for the successful implementation of Jigsaw and Dramatization strategies.
- Peer Learning Communities: Promote the formation of peer learning communities among educators, where they can share experiences and best practices related to the implementation of instructional strategies. Collaboration and knowledge sharing can lead to improved teaching methods.
- Policy Considerations: Policymakers and educational authorities should consider including guidelines and recommendations for the use of innovative instructional strategies in official educational policies. This can help create a supportive environment for teachers to adopt these methods.
Contribution to Knowledge
This study significantly contributes to the body of knowledge in the field of education by shedding light on the effectiveness of two specific instructional strategies, Jigsaw and Dramatization, in promoting students’ interest and academic performance in Social Studies, with a specific focus on Upper Basic 2 students. While previous research has explored various instructional methods, this study provides empirical evidence of the positive impact of these strategies on a specific age group. The findings emphasize the need for a tailored approach to instruction that considers the cognitive development and learning needs of Upper Basic 2 students, offering educators and curriculum developers valuable insights into designing more effective teaching methods.
Furthermore, this research adds to the existing literature on the educational strategies that contribute to students’ academic engagement and achievement. By establishing a link between instructional strategies and students’ interest and performance, this study enhances the understanding of how pedagogical methods can be harnessed to address specific educational challenges. The contribution of this study extends beyond Social Studies to serve as a valuable resource for educators and researchers exploring innovative teaching techniques to improve students’ outcomes across various subjects and grade levels.
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