Group Discussion and Simulation: Its Relation to Students’ Performance in Entrepreneurship

Abstract

Innovative teaching strategies are some of the essential elements that impact student achievement.  In this context, teachers play crucial and greater roles in engaging learners to boost learning effectiveness. This investigation was designed to determine the group discussion effect and simulation on students' achievement in academics. The sample was made up of forty-three Grade 12 Senior High School students taking Accountancy, Business and Management (ABM) and General Academic Strand (GAS). Students’ performance was based on the learners’s scores in the diagnostic and summative tests in the Entrepreneurship subject and also their final semestral grade. The collection of data was conducted during the first semester of the school year 2019-2020. Descriptive statistics, Pearson r, and T-test were used and complemented with qualitative data from students through focus group discussion. The research investigation found that the student's results in the post-test were substantially higher than their marks in the pre-test. They are good predictors of students’ performance in Entrepreneurship. Recommendations include strengthening the learner-centered teaching strategies, collaboration with teachers and school heads, private academic institutions, and other government agencies, and the enhancement of business enterprise simulation.