Effects of resource-based learning strategy on the performance in biology of Grade 8 learners

Abstract

This study aims to find out the effectiveness of Resource-Based Learning Strategy on the performance in Biology. Specifically, to find out the significant difference on the pretest and posttest scores in Biology of the learners. Experimental research design, the pretest posttest control group design was used. The study was conducted at Manticao National High School, Grade 8 learners section Faith and Generous. There were thirty-five randomly selected learners taught using Resource-Based Learning and thirty-five learners exposed to Lecture Method respectively. T-test revealed showed that there was no significant difference on the learners’ pretest scores of the two groups, since the p-value is 0.1474 which it is greater than 0.05. Moreover, there was a significant difference on the learners’ posttest scores in Biology when taught using Resource-Based Learning and Lecture Method as shown with the p-value of 0.0228 which is lesser than 0.05 level of significant. Paired T-test showed that there was a significant difference on the learners’ pretest and posttest scores in Biology when taught using Resource-Based Learning and Lecture Method. Resource-Based Learning strategy on enhancing learners’ performance in experimental group, as shown in the p-value of 5.18X1007 and Lecture Method has a p-value of 0.0005 and both p-value is less than 0.05 level of significance. This study concluded that Resource-Based Learning strategy can improve the learners ’ performance in Biology by the use of more resources that helps them dis cover further definitions, concepts and ideas and making their learnings more meaningful by sharing their ideas on what they have researched to the class and would help the learners developed their communication skills and to have a lifelong learning.