Examining the Influence of Socratic Method Strategy on Learners' Academic Performance in the Grade 12 Accountancy, Business, and Management Strand

Abstract

This action research aims to determine the effects of the Socratic method strategy on the academic performance of grade 12 students in the Accountancy, Business, and Management strands. The Socratic Method is a powerful strategy that can be used to motivate learners and focus their attention on a topic. The researcher will distribute the pretest to each section of Grade 12 from the ABM strand. The researcher will analyze the results to ensure that the two sections, which will serve as the control group and experimental group, have identical mean scores, thereby ensuring the accuracy of the research results. The researcher will use appropriate statistical tools to analyze the collected data, including measures of central tendency (mean) and tests of difference (t-test). The researcher will use test questionnaires as the instrument to determine the respondents' performance in using the Socratic method of teaching strategy. This strategy is also used in some lessons. The Socratic method may also be used to revisit the content from the previous lesson by asking critical thinking questions or as a lead-in to introduce a new topic. The Socratic method is enjoyable, as its primary aim is to engage students more fully in school activities and encourage them to participate actively in all activities. Hence, this study was conceptualized to improve the Business Mathematics performance by using the said strategy. The findings emphasized that the results of the evaluation test for the control and experimental groups reveal a significant difference. The researcher proposed using the Socratic method strategy to motivate learners, encourage their activity, and foster cooperation, with a focus on discussion and activities.