Abstract

• The aim of this research is to determine the effects of small-group work strategy in teaching history at the middle school level. The design applied in this study was nonequivalent control group design, one of the quasi experimental designs. In order to do this study, two basic education high schools from Taungtha Township were randomly selected. The participants were (165) Grade Nine Students in 2019-2020 Academic Years. A pilot study was conducted with forty Grade Nine students at Basic Education Middle School, Kandaw in Taungtha Township. After that, internal consistency among the test items was computed and got Cronbach’s Coefficient Alpha of .867. Two intact classes were randomly selected and assigned into control and experimental group in both schools. At first, pretest was administered upon both groups. According to the pretest results, two groups in each school were equivalent. Then, experimental group was exposed to small-group work strategy, while control group was administered through the conventional method for four weeks. After treatment, both groups received a posttest. In order to test the research hypothesis, independent samples t test was used. The results were indicative of the effects of small-group work strategy, and the difference of means in both groups were significant at p<.05 and p< .001 levels in answering remembering, understanding and applying level questions. But, there was no significant difference in answering analyzing level questions. Therefore, the results showed that using small- group work strategy had a positive effect on the students’ history achievement. But, small-group work strategy could not increase the analyzing level skills. Finally, suggestions, according to the results, are proposed, expecting to provide small-group work strategy and help students establish learning achievement in teaching history.