Evaluating the effect of team game tournament approach on senior high school students’ academic performance in chemical bonding

Abstract

This study examined the effect of the Team Game Tournament (TGT) approach on Senior High School students’ academic performance and perceptions in learning chemical bonding. The study was conducted at Tsito Senior High Secondary Technical School and employed a quasi-experimental design with a quantitative research approach. Two intact classes were used: one as the Experimental Group taught using the TGT approach and the other as the Control Group taught using the conventional learning technique. The experimental group consisted of 32 students while the control group consisted of 35 students. The instructional intervention lasted four weeks and covered chemical bonding concepts, including ionic, covalent, and metallic bonding. Data were collected using a Chemistry Achievement Test administered as pretest and posttest, and a Students’ Perception Questionnaire administered to the experimental group only. Data were analysed using descriptive statistics, independent and paired samples t-tests, and Cohen’s d effect size. The results revealed a statistically significant difference in posttest academic performance between students taught using the TGT approach and those taught using the conventional method, with the Experimental Group achieving significantly higher mean scores (p < .001). A large effect size indicated a strong practical impact of the TGT approach. Gender analysis within the Experimental Group showed no statistically significant difference in performance between male and female students (p > .05). Findings from the perception questionnaire indicated that students generally held positive perceptions of the TGT approach in terms of engagement, collaboration, understanding, confidence, enjoyment, and fairness. The study concluded that the Team Game Tournament approach is an effective instructional strategy for improving students’ academic performance in chemical bonding and fostering positive learning experiences. The findings support the integration of cooperative game-based learning strategies in Senior High School chemistry instruction.