Effect Of BOPPPS Model In Social Science With Digital Quotient On Secondary School Students

Abstract

Background: BOPPPS (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) is a student-centered modular teaching model that improves classroom teaching effectiveness. This study’s primary aim was to find out whether the BOPPPS model in social science as advantages over traditional method in relation with Digital Quotient.

Methods: A total of 60 students of class IX^th was participated in the study, were divided into two groups, receiving the same civics teaching content. The experimental group (n=30) utilized the BOPPPS model, while the control group (n=30) used the traditional teaching method. An achievement test was prepared to attain the students’ scores after 15 days. The digital quotient scale was developed by researcher and got validated by the experts and then item analysis of the scale was done. Then the final draft of scale was given to both the groups.

Results: The experimental group’s achievement test scores with the BOPPPS teaching model were significantly higher than those in the control group. Students preferred the BOPPPS model more than the traditional method. The Pearson coefficient (r) shows strong positive relationship between achievement test and digital quotient (p<0.05).

Conclusions: The BOPPPS model demonstrates significant advantages over traditional teaching methods in enhancing students' academic performance in social science. The model's structured, interactive approach not only improves learning outcomes but also fosters better communication skills and student engagement. The positive correlation between Digital Quotient and academic achievement further highlights the importance of digital literacy in modern education.