Abstract

• The purpose of this study was to investigate the effectiveness of group investigation learning model in teaching chemistry at the high school level. The design of this study was one of the quasi-experimental designs, nonequivalent control group design. The instruments used in this study were lesson plans, a pretest and a posttest. Two basic education high schools were randomly selected from Taungdwingyi Township, Magway Region. One hundred and sixty Grade Ten students from two selected schools were involved in this study, divided into experimental and control groups. At the start of the study, all the students had to take a pretest before treatment. Then, the experimental group students were taught with group investigation learning model and control group students were taught with conventional teaching methods. After the treatment, a posttest was administered to both groups. To analyze whether there was a significant difference between the two groups, independent samples t test was used. Findings of the study showed that students who were taught by using group investigation learning model achieved significantly higher in the posttest than those who were not for both schools. There were also significant differences between the two groups in remember, understand and apply level of Bloom’s cognitive levels of educational objectives. Therefore, the results indicated that group investigation learning model had a positive contribution to students’ posttest achievement. So, group investigation learning model should be used to attain students’ achievement in learning chemistry. The contribution of the research is to give the teacher a real exemplar of group investigation learning model.