Effects of Cooperative Learning Strategy in the Teaching Economics : Implication in Teaching Economics / Alfaro, Ma. Kristina P.

The study investigates the effects of cooperative learning strategy in teaching Economics: its implication in teaching Economics. Quasi-experimental method and paired t-test were used in the study. Two groups of Grade 10 students were randomly selected as respondents of the study. The first group used as the experimental group applied cooperative learning strategy while the other group used as controlled group applied traditional or conventional method of teaching. Pre-tests and post-tests were administered to both groups. The study seeks to answer the following questions: first, what is the profile of the respondents in terms of sex, age, and 1st Grading Grade; second, what are the mean scores in the pre-test in teaching Economics among experimental group and control group of the study; third, what are the mean scores in the post-test in teaching Economics among experimental group and control group; fourth, what are the mean scores in the pre-test and post-test in teaching Economics among experimental and control group; fifth, is there any significant difference in the mean scores of the pre-test and post-test among experimental and control group when their profiles are grouped accordingly; last, what are the implications of this study in teaching Economics? Thirty (30) matched pairs of Grade 10 students of Subic National High School for the School Year 2015-2016 took the pre-test and post-test to measure their level of achievement in the subject. The study was conducted during the month of November 2015 to January 2016. T-test was used to determine the significant difference in the mean pre-test and post-test scores of the experimental and the control group at 0.05 level of significance. Based on the six weeks sessions, the findings of the study are the following: in terms of the profile of the respondents, majority of the chosen respondents are female with the mean age of 15.67 years old for the experimental group and 16.17 for the controlled group. The mean grade for the experimental group is 84.16 while the controlled group is 81.97, both grades are interpreted as Approaching Proficiency. However in the mean scores for the pre-test and post-test, the pre-test mean score of the experimental group is 5.63 with standard deviation of 3.12, while the pre-test mean score of the controlled group is 5.00 with standard deviation of 3.22. The post-test mean score of the experimental group is 9.97 with standard deviation of 2.62, while the pre-test mean score of the controlled group is 8.77 with standard deviation of 2.93. In testing for significant difference, the pre-test and post-test of Experimental and Controlled Group revealed that there is no significant difference. In testing of significant difference among the profile of the respondents, for the Experimental group, post-test only shows significant relationship in terms of sex and first grading. But in the Controlled group, none of the profile of the respondents shows significant difference. Based on the results of the research conducted, the study recommends the school administrators to encourage the use of collaborative learning to teachers as an alternative method of teaching because it is also equally effective as the traditional teaching. Students should be familiarized with collaborative learning strategy to maximize their full potential of the method.