Student-Led Argumentation: Effects on Knowledge Building
DOI:
https://doi.org/10.51699/ajdes.v1i.22Keywords:
student, initiated, argumentation, knowledge buildingAbstract
This study investigated the effects of student-led argumentation teaching approach (SLATA) on student knowledge building in Biology at the junior high school level. It also examined if the subscales of knowledge building (general self-regulation, knowledge building, question asking low level, question asking high level, lack of regulation, cooperative learning and teacher directed classroom) have been affected by SLATA. The sample consisted of 105 students (52 in the CTA group and 53 in the SLATA group) drawn from two Grade 7 students from a public high school in Quezon City. Date were collected through pre- and post-tests. The findings showed that there is no significant difference between the two groups in terms of knowledge building. But in one of the seven subscales of the student perceptions of classroom knowledge building, the teacher directed classroom instruction was found to be statistically significant. Hence, it is recommended that teachers allot more time in exposing their students to SLATA in order to develop more students’ knowledge building.
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