Abstract: This research paper looked into the effects of multidisciplinary approach such as cooperative learning, inquiry-based and scaffolding on the academic performance of the forty (40) Grade 11 students taking Understanding Culture, Society, and Politics enrolled in the first semester of School Year 2016–2017 at Bancal National High School. It made use of both qualitative and quantitative data. On the qualitative side, it probed into the realizations and feelings of the students enrolled in the course. These revealed by the students through journal writing, focus group discussion and interview for triangulation and analysis. Moreover, the six phases of Braun and Clarke’s thematic analysis were the bases for the analysis of the qualitative data. The results showed that the Grade 11 students had the following experiences using multidisciplinary approach: (1) lessons were easily understood, (2) developed critical thinking, (3) promoted positive behavior, social skills, and time management, (4) activities were challenging yet enjoyable, (5) stimulated learning through researches and investigations, (6) developed group dynamics. On the quantitative side, t-test was the statistical tool used in determining student’s academic achievements through the Statistical Package for Social Sciences (SPSS) Software. The statistical data showed that the academic performance of Grade 11 students in the pre-test was “Poor” which signified the low performance in Understanding Culture, Society, and Politics. On the other hand, the Grade 11 students achieved “Very Good” after multidisciplinary approach was utilized which means that there was an improvement in the academic performance of students taking the course. Furthermore, no significant difference was noted in the level of performance of the students before and after the intervention.
Keywords: Multidsciplinary Approach, Academic Performance, Grade 11 Students, K to 12.
Title: Multidisciplinary Approach and Academic Performance of Grade 11 Students
Author: Isabelita P. Alibagon, Cynthia D. Dilag
International Journal of Interdisciplinary Research and Innovations
ISSN 2348-1218 (print), ISSN 2348-1226 (online)
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