Scenario-Based Learning: Its Implication to Emotional Resilience and Academic Performance of Grade 10 Students in Contemporary Issues Subject

Abstract

Education in the twenty-first century should focus on educating the whole learner. The goal of learning should not just be to help learners strive to achieve academic excellence in school but should also help develop other facets of the learner such as building emotional intelligence and improving one’s higher-order thinking skills. This quantitative experimental study aimed to explore if Scenario-Based Learning can help improve the emotional resilience and Contemporary Issues performance of Grade 10 learners.
The research was based on Vygotsky’s Zone of Proximal Development Theory, Bandura’s Social Cognitive Theory, and Positive Psychology. The study used a Pretest–post test control group design. Data were obtained from students who were taught traditionally and those who have experienced Scenario-Based Learning. The results revealed that learners that were exposed to SBL had Very High emotional resilience with high marks in stress management and adaptability. When gathering data on academic performance both groups had improved scores from pretest to post test. When doing a mean gain analysis, the study showed that there was a greater increase in objective test performance from pre to post in the control group. Although independent samples t-tests showed that there is no significant difference between the groups’ post test scores, ANCOVA showed a statistically significant difference on the dependent variable when having pretest scores as the covariate. Thus, the study implies that while traditional methods of instruction may have better short-term quantitative gains in objective testing, the use of learner-centered methods such as Scenario-Based Learning can help learners improve their emotional resilience.