The Development of Academic Achievement through Cooperative Learning TGT Technique Combined with Board Games on the Genetic Topic for Grade 9 Students

Abstract

The objectives of this research were 1) to compare students’ learning achievement before and after using the cooperative learning TGT technique combined with board games on the genetics topic, and 2) to examine students’ satisfaction with the cooperative learning TGT technique combined with board games on the genetics topic. The participants comprised 48 Grade 9 students in the first semester of the 2025 academic year, selected through purposive sampling. The research instruments included: 1) the lesson plan for cooperative learning TGT technique combined with a genetics board game, with a mean appropriateness score of 4.67, 2) the learning achievement test, with difficulty indices from 0.32 to 0.75, discrimination indices from 0.25 to 0.80, and a reliability coefficient of 0.78, and 3) the questionnaire measuring satisfaction with the cooperative learning TGT technique combined with a genetics board game, with a reliability coefficient of 0.79. Data were analyzed using means, standard deviations, and a dependent-samples t-test. The results showed that students who received cooperative learning TGT technique combined with genetics board games demonstrated significantly higher post-instruction achievement than their pre-instruction scores at the .01 level of significance, and 2) the students’ satisfaction toward the cooperative learning TGT technique combined with board games on the genetics topic was at the highest level (x ̅ = 4.87, S.D. = 0.35).