Via V. Desabille, Maria Teresa M. Fajardo
Abstract: The study aims to determine which active engagement model would favorably impact Grade 7 students performance scores in selected biology topics. Using quasi-experimental design, three groups of Grade 7 students enrolled in a public high school were randomly assigned to three treatments. The groups were compared in their performance in a validated researcher-made achievement test after 8 weeks of exposure to POGIL, Problem Based Learning (PBL) and Peer Lead Teaching Learning (PLTL) engagement models. ANCOVA results indicated that students exposed to PLTL had achieved significantly higher scores compared to the two other groups. This indicates that well-designed lectures followed by cooperative learning activities using peer leaders promote academic performance among the students.
Keywords: active learning model, performance scores, PBL, POGIL, Peer-Led Learning, inquiry skills, cooperative learning