Efficacy of Center-based Learning in Enhancing Academic Achievement in Social Sciences
Year: 2025
Type: article
Abstract: This research, entitled "Efficacy of Center-Based Learning in Enhancing Academic Achievement in Social Sciences," sought to assess the effectiveness of center-based learning strategies on students' academic performance in Social Studies. Utilizing a quasi-experimental design, the study included two groups: a control group that received traditional instruction and an experimental group that participated in center-based learning activities. Both groups completed a pre-test and post-test to evaluate their academic achievement prior to and following the intervention. The findings indicated that while both groups demonstrated improvement, the experimental group showed a significantly greater increase in post-test scores. Statistical analyses employing independent and paired t-tests validated that the performance difference was highly significant in favor of the experimental group. The results imply that center-based learning—defined by interactive, collaborative, and student-centered activities—positively affects learning outcomes. The study concludes that incorporating center-based strategies into Social Studies instruction can improve student engagement, understanding, and academic performance. Considering these findings, the study advocates the adoption of diverse teaching resources, teacher training, and classroom restructuring to effectively implement center-based learning.
DOI: 10.17613/tper8-r1s41
Authors: Reyes, Mark Louie D., Balisacan, Herrey C.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7084410542
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