The use of numbered heads together (NHT) on the learning achievement of Bhutanese grade six students in science

Abstract

This study investigated the effectiveness of Numbered Heads Together Strategy on students’ learning achievement and satisfaction of Grade Six Bhutanese students in Science. The study adopted mixed methods approach with a target group of 32 Grade Six students, the only section of Grade Six of the school. The quantitative data gathered through the Pretest and the Posttest were analyzed using sample paired t-test based on mean, SD and significant value. The analysis of the Pretest and the Posttest scores revealed a significant difference between the Posttest mean (x̅=14.81) and the Pretest mean (x̅=8.56) with the mean difference of 6.25. The significance value was 0.01 which indicated a significant increase in the Posttest scores as compared to those of the Pretest scores, thus indicating the effectiveness of Numbered Heads Together Strategy in enhancing learning achievement of students in Science. The qualitative data gathered through Learning Behavior Observation and Structured Interviews were analyzed within the framework of content analysis. The analysis of qualitative data showed remarkable satisfaction on using Numbered Heads Together Strategy in learning Science. The analysis of both the data revealed positive impact on learning acheivement and learning satisfaction. Hence, the Numbered Heads Together Strategy is highly recommended to teach science and other subjects.