Cell Group Review: An Intensified Review Strategy for Programme International Student Assessment (Pisa) 2022 Takers of Tacunan National High School

Abstract

This action research aimed to determine the students' significant effect before and after taking the Programme International Student Assessment using Intensified review strategies and interventions. A quasi-experimental quantitative design was used. Forty-two (42) students of different grade levels of Tacunan National High School, Tacunan, Tugbok District, Davao City were the participants and at the same time the recipients of this study who were chosen. Test questionnaires were utilized from the Davao City division through a google form link. Results revealed that PISA    takers have a significant effect in administering before (pre-test) and after (post-test) the test. Pre-test and post-test results were the basis for analysis using the mean, standard deviation, and the T-test in the study. Results revealed that Cell Group Review showed that there was a significant effect in the students’ test scores which implies that cell group review is an effective method that enables students to work in small groups to achieve a common goal. Cell group review learning supports students’ comprehension skills, their participation in the learning process, creative problem-solving skills, socialization, and language development. The formation of groups is a critical process in effective learning environment (Chan et al., 2010). Moreno et al. (2012) state that having the effective cell group review learning provides a high level of interaction between group members and is important to achieve the desired learning outcomes.