Assessing the Effect of the Gradual Release of Responsibility (GRR) Model in Teaching Science
DOI:
https://doi.org/10.37134/ajatel.vol14.1.2.2024Keywords:
Gradual Release of Responsibility, Newton's Three Laws of Motion, Academic Performance, Science 8 StudentsAbstract
Student preparedness is one of the key factors for independent learning. This study is conducted to determine the effectiveness of the Gradual Release of Responsibility (GRR) Model in increasing the academic performance of students in science class. A quantitative quasi-experimental research approach was used to test the effectiveness of the said learning model. A control group and experimental group with 30 students each were involved in this study utilizing the Inquiry-Based Seven (7) E's Method and GRR Model, respectively. Results show that there is no significant difference between the two groups in the pretest given the values t(58)=0.345 and p-value=0.731 which signifies that both groups were then at low-performing levels. There is a significant difference between the two groups on the result of the post-test given the values t(58)=-9.309 and p-value<0.001. The experimental group got a mean percentage score of 87.22 at high performing level while the control group got 59.11 at low performing level. Lastly, there is a significant difference between the incremental scores of the control group and experimental group with the values t(58)=-6.813 and p-value<0.001. It is concluded that the use of the GRR Model is very effective in increasing the academic performance of students with the least learned competency (i.e., Newton's Second Law Motion). Students exposed to such a model did make a significant improvement from low-performing to high-performing level. Hence, this article recommended that the GRR model must be applied especially in the least learned areas since it is an effective teaching method to improve students’ academic achievement.
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