SEQUESTERED LEARNING AS A PRELUDE TO COLLABORATIVE ACTIVITIES AND ITS IMPACT ON ACADEMIC PERFORMANCE IN GENERAL BIOLOGY

This study evaluates the impact of sequestered learning, which uses headsets to create a distraction-free environment, on the academic performance of Grade 11 STEM students in General Biology at Calape National High School. Employing a quasi-experimental design, the research involved 60 students divided into two groups: an experimental group that experienced sequestered learning and a control group that received traditional instruction. Performance was assessed through pretests and posttests, with results analyzed using t-tests.The study found that students in the experimental group, who received instruction via headsets, demonstrated significantly improved performance compared to those in the control group. This improvement aligns with Cognitive Load Theory, which emphasizes the reduction of cognitive overload to enhance learning. Additionally, the study supports the Unified Theory of Acceptance and Use of Technology (UTAUT), highlighting how technology integration can positively impact student engagement and performance. The findings are further supported by Selective Attention Theory, which underscores the benefits of focused learning environments in filtering out distractions. The results suggest incorporating technology such as headsets in educational settings can effectively enhance instructional delivery and student outcomes. By reducing external distractions and improving focus, sequestered learning creates a more conducive environment for understanding and retaining instructional content. This research provides valuable insights into optimizing teaching strategies and leveraging technology to foster academic success and engagement in STEM education.