Effectiveness of Small-Group Learning (Buzz Sessions) on Grade 7 Students’ Mathematics Achievement and Learning Satisfaction

Abstract

This research aims to achieve 3 objectives: 1) To study the efficiency of learning through buzz sessions (BUZZ SESSION) in Mathematics for Grade 7 students. 2) To compare learning achievement (outcomes) before and after learning through buzz sessions (BUZZ SESSION) in Mathematics for Grade 7 students. 3) To study students’ satisfaction with learning through buzz sessions (BUZZ SESSION) in Mathematics for Grade 7 students. The total population for this research consisted of 69 students, including 42 females. The instruments used in this research included: 1 lesson plan for Mathematics using buzz sessions (BUZZ SESSION); a 20-item multiple-choice achievement test with 4 options; 2 sub-tests consisting of 10 items each, with a full score of 10 points; and a 10-item 5-level rating scale satisfaction questionnaire. The statistics used for data analysis were: percentage, mean, standard deviation, and t-test. The research findings revealed that: 1) The analysis of the efficiency of learning through buzz sessions (BUZZ SESSION) in Mathematics for Grade 7 students showed values of  and , which were higher than the 80/80 criteria at a statistical significance level of 0.05. 2) The comparison of learning achievement before and after learning showed that the pre-test mean score was 4.13 with a standard deviation of 1.56, and the post-test mean score was 8.89 with a standard deviation of 0.58. This indicates that the students' post-test scores were 4.76 higher than their pre-test scores, demonstrating a statistically significant improvement at the 0.05 level. 3) Most students expressed satisfaction with learning through buzz sessions (BUZZ SESSION) in Mathematics for Grade 7 students at a high to highest level. This study provides highly important data and knowledge for teaching Mathematics to enhance the quality of student learning in the future.