Effectiveness of Interactive Concept Notes in Teaching Applied Economics to Grade 12 Students in Laguna Senior High School

The integration of interactive concept notes in teaching Applied Economics aims to enhance student engagement and academic performance. Traditional lecture-based methods often fail to accommodate diverse learning styles, leading to passive learning and limited retention of economic concepts. This study assessed the effectiveness of interactive learning strategies in improving student academic performance. A quasi-experimental research design was utilized, involving two groups: an experimental group exposed to interactive learning methods and a control group taught using traditional instructional strategies. Pre-test and post-test assessments measured knowledge acquisition and improvement. Findings revealed that both groups had statistically similar pre-test mean scores, indicating comparable baseline knowledge. However, after the intervention, the experimental group exhibited a significantly higher post-test mean score (M = 25.77, SD = 3.36) compared to the control group (M= 17.42, SD = 4.95). A paired t-test confirmed a significant improvement in the experimental group’s scores, reinforcing the effectiveness of interactive learning strategies. These results highlight the advantages of incorporating student-centered instructional approaches to enhance learning outcomes. The study suggests that traditional methods alone may not be sufficient, emphasizing the need for problem-based learning and technology-enhanced instruction. It is recommended that school administrators provide resources and training to support teachers in implementing innovative strategies. Future research could examine the long-term effects of interactive learning and its applicability across various subjects and educational levels. This study contributes valuable insights into improving pedagogical approaches, underscoring the importance of dynamic and interactive teaching methods.