EFFECT OF COGNITIVE ACTIVATION ON THE ACADEMIC ACHIEVEMENT OF ELEMENTARY LEVEL STUDENTS

Abstract

This study aimed to examine the effect of the Cognitive Activation Method (CAM) on the academic achievement of elementary-level students in General Science. The objectives of the study were: (i) to examine the effect of Cognitive Activation Method on the academic achievement of elementary-level students in General Science, (ii) to find out the effect of the Lecture Method on the academic achievement of elementary-level students in General Science, (iii) to compare the effects of Cognitive Activation Method and Lecture Method on the academic achievement of elementary-level students in General Science. The design of the study was true experimental. Government Boys Elementary School Palhatar was selected randomly as sample frame. Using simple random sampling technique, 60 students were selected as the study sample. A subject achievement test was administered as a pretest, and based on the pretest marks, students were divided into two equivalent groups: a control group (30 students) and an experimental group (30 students). The control group was taught using the Lecture Method, while the experimental group received instruction through CAM. After eight weeks of treatment, a posttest was conducted. The data were analyzed using SPSS version 25. Descriptive statistics (mean and standard deviation) were used to evaluate the students' academic achievements, while inferential statistics (t-test and partial eta squared) were applied to compare the effects of CAM and LM. The results concluded that the effect of CAM was significantly greater than that of LM on students' academic achievement in General Science. It is recommended that teachers may teach General Science of elementary level through Cognitive Activation Method, rather than relying on the traditional Lecture Method.

Keywords:  Effect, Cognitive Activation Method, Lecture Method, General Science