THE INFLUENCE OF GROUP DISCUSSION ON STUDENTS’ LEARNING OUTCOMES IN INTEGRATED SCIENCE IN PUBLIC JUNIOR SCHOOLS (JS) IN BOMET CENTRAL, KENYA

Abstract

Group discussion is a collaborative learning strategy in which students work together to enhance understanding, solve problems, and develop critical thinking skills. In line with the emphasis on learner-centered pedagogies under the Competency-Based Education (CBE) framework, this study adopted a mixed-methods research design to investigate the influence of group discussion on students' problem-solving skills in Integrated Science in public Junior Schools in Bomet Central Sub-County, Kenya. The study was conducted in 26 public Junior Schools and involved 30 Integrated Science teachers. Additionally, classroom observations were conducted in five schools, and focus group discussions (FGDs) were held with 40 Grade Nine learners selected from the participating schools. Data were collected using questionnaires, classroom observations, focus group discussions, and document analysis. The study found that group discussion positively influenced students' problem-solving skills, with 96.67% of teachers reporting observable improvement. These findings were further supported by classroom observations, focus group discussions, and document analysis, which confirmed that learners shared ideas, compared explanations, and generated solutions to scientific problems during group discussions. However, the effective implementation of group discussion was hindered by challenges, including inadequate teaching and learning resources, large class sizes, limited teacher facilitation, and unequal participation among learners. The findings suggest that group discussion, when supported by effective teacher guidance, enhances students' problem-solving skills, critical thinking, and understanding of Integrated Science concepts.