Abstract
This study investigated the effect of employing group tasks to improve student engagement in a classroom at the level of Grade VIII. Engaging students in the learning process presents a significant challenge for educators. This study examined how several group tasks affect student engagement in Grade 8th (A). The study incorporated a single-group pre-post experimental quantitative design; quantitative data was collected over ten weeks. Quantitative data encompassed the observation rating scale. The sample was based on 40 students who were selected through purposive technique from Government Boys High School Bagrian, Lahore. Descriptive and inferential data analysis techniques were used. Findings suggested a strong link between the implementation of group tasks and increased student engagement. Students who participated in group tasks showed active involvement and deeper engagement in the learning process. The analysis revealed the positive effect of group tasks on student engagement within the one grade and classroom. This research contributed by highlighting the importance of group tasks in creating an effective learning environment through engagement for Grade 8th students. The implications extend beyond academic performance to include the holistic development of adolescents, nurturing both cognitive and social skills.
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