ABSTRACT
The study aimed to find out the effects of cooperative-based strategies and face-to-face learning modality on the analytical skills of the learners. The subjects in this study were the 70 grade 9 learners from the two intact classes of Dingle National High School, for school year 2022-2023. Results revealed that the learners scores increased in the posttest compared to pretest using the cooperative-based strategies which also showed an improvement in their analytical skills. There was a significant difference in the pretest and posttest results of the learners’ analytical skills using cooperative-based strategies. There was a significant difference in the pretest and posttest results of learners’ analytical skills using face-to-face learning modality. There was a significant difference in the pretest result of learners’ analytical skills using cooperative-based strategies and face-to-face learning modality. There was a significant difference in the posttest result of learners’ analytical skills using cooperative-based strategies and face-to-face learning modality.
Keywords: Cooperative-Based Strategies, Face-to-Face Learning Modality, Analytical Skills
INTRODUCTION
Education is a vital component of everyone's life. Education can give individuals the opportunity to learn new things, grow intellectually, and develop skills necessary in succeeding life. It also develops a sense of identity and purpose in life.
Today's education is vital in defining the fundamentals of each person's life and providing opportunities for everybody.
One goal of scientific education is to develop future scientists, not only aid in the advancement of industry but also the advancement of human understanding of nature (Setiawan & Siayah, 2020).
Face-to-face strategy is an effective technique to master information and skills since it often incorporates several learning methods. Due to recent technological advancements and the skills of 21st century learners, however, there are drawbacks to this learning technique. Since their opinions are seen as the only ones, there are few opportunities for debate, questions, or concept collisions.
Students’ engagement to the activities inside the classroom vary according to the activities and instructions implemented. According to Barkley and Major (2020) the mental state of engagement is the result of the interaction between active learning and motivation, or the thinking and
feeling sides of engagement. Teachers can do much to promote motivation and active learning, and that when they do so, they can improve student engagement and ultimately student learning outcomes.
According to Antoli and Julia (2015) hands-on learning activities allow to create a learning experience that interests and engages students. That is why engaging students to class activities is an effective way to impart knowledge and skills.
According to Homayouni et al. (2020), the phrase "cooperative learning" refers to a collection of instructional practices that encourage students to work together on academic assignments. It is a method of instruction that works well to engage students in the learning process, boost their motivation, reduce their anxiety, make them accountable for their work, enable them to communicate and express their ideas clearly, increase their self-reliance, and produce a straightforward lesson that is simple to understand (Ermawati & Ghufron, 2018). Within the scope of this context, the goal of the researcher was to determine the effects of cooperative-based strategies and face-to-face learning modality on the analytical skills of Grade 9 learners. The researcher believes that cooperative learning strategy is one of the approaches that will improve students' comprehension of the lesson. Additionally, this teaching strategy aims to promote learners' overall growth.
The researcher believes that utilizing cooperative-based strategy can enhance students' analytical abilities, particularly in the collection and evaluation of data, decision-making, and problem-solving, which will enhance their academic performance in science and other learning topics.
The researcher noticed that most of the learners of Dingle National High School have not developed the ability to analyze things and make decisions on some topics in science, especially in the part of genetics. Knowing that analytical skills may affect the learner’s life and academic performance, the researcher decided to push through with this research on the effects of cooperative-based learning strategy and face-to-face learning modality on students' analytical abilities.
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