Advisers

Abraham P. Muyrong II, PhD

Discipline

Education

Abstract

The study compared a pop-up photograph book with traditional lecture-based instruction in teaching Agriculture and examined student learning and participation. A quasi-experimental nonequivalent control-group pretest–posttest design was used to compare a pop-up photograph book with a traditional lecture method in teaching Agriculture at Bagumbong High School. Two purposively selected sections participated. Instruments included a lesson plan, survey questionnaire, and pretest and posttest assessments. After the pretest, each group received a 40-minute lesson followed by a posttest. The study involved 82 Grade 7 students, with 40 in the control group and 42 in the experimental group. Pretest means were 6.00 and 6.40, respectively. At posttest, the experimental group obtained a mean of 12.00 (“above average”), compared with 7.20 (“average”) for the control group. The result shows that 74% of experimental-group students achieved the specified higher-score category, compared with 14% of the control group. Participation and learning-competency ratings were also higher in the experimental class (composite mean = 3.64). The comparative results suggest that the pop-up photograph book supported learning and participation in Agriculture more than the lecture condition in this sample. The material may be used as a supplementary classroom resource. Further evaluation across subjects and settings is recommended.

Keywords

student engagement, class participation, quasi-experimental design, pop-up photograph book, agriculture education, learning competencies