Effect of Activity-Based Teaching Approach in Enhancing Performance of Senior High School Learners in Writing Proper Research Citations

Abstract

The goals of the study was: 1) to describe the level of learners’ aptitudes in learning the APA style of research citations; and 2) to compare the learning achievement between two groups, (experimental and control) which disclosed the difference of two teaching approaches the activity-based teaching approach (ABTA) and the traditional method. The True Experimental Research Design were used in this study with a total sample of 60 Grade 11 learners in Techno-vocational Track and they are dived 30 from experimental group and another 30 from control group. The researcher utilized the Researcher-Made Questionnaire of Achievement Test particularly the Pre-test and Post-test which consist of 15-item-questions for each set of test. The data gathered from the learners’ pre-test and post-test scores were analysed through weighted mean, standard deviation, and Independent sample t – test. It was concluded that the Activity-based Teaching Approach for research citations of selected Grade 11 learners is effective. It is proven based on the statistical result that the critical value 2.0 is higher than the computed p – value 1.47 in level of significance .05 alpha means “significant” rejecting the null hypothesis and accepting the alternative hypothesis. It suggest there is significant difference between the two groups. The experimental group (received ABTA treatment) performed better than the control group (received no treatment). The findings revealed that the students learn faster in following the proper format of research citations when they are given series of activities or exercises that provided them opportunity to practice and acquire mastery. The Activity-based Teaching Approach (ABTA) is highly recommended among teachers in teaching research citations.