The effect of the application strategy on the achievement of geography among 5th grade students

Abstract

The present study aims to explore the influence of the implementation approach on the academic performance of geography learners in the fifth grade. The investigation seeks to confirm the null hypothesis that there exists no statistically notable distinction at the 0.05 significance level in the mean scores between students in the experimental group who are taught natural geography through the use of the implementation approach and those in the control group taught using traditional methods during the post-assessment. A total of 56 students form the research sample, and the researcher adopts an experimental research design. The evaluation tool utilized is a post-assessment exam comprising 25 items, whose validity and reliability have been established. Upon data analysis, the findings reveal that students in the experimental group outperform those in the control group in the post-assessment. Consequently, the researcher draws a series of inferences, highlighting the effectiveness of the implementation approach in enhancing the academic performance of fifth-grade geography students, surpassing the traditional method. One of the recommendations emphasized by the researcher is the incorporation of contemporary teaching approaches, particularly implementation strategies, in the teaching of natural geography. Furthermore, the researcher advocates for further studies to scrutinize the impact of alternative implementation strategies on various outcome variables such as attitude, retention, cognitive inclination, and comprehension of geographical and historical concepts.