Abstract

• The main purpose of this study is to investigate the effects of interactive discussion in learning history at the middle school level. One of the quasi-experimental designs, nonequivalent control group design was used. The instruments used in this study were pretest and a posttest. The subjects were 62 Grade Nine students from No (21), Basic Education Middle School and 97 Grade Nine students from No (25), Basic Education High School (Branch) in Pyigyidagun Township, Mandalay Region. The two intact groups in each school were assigned into experimental groups and control groups. The subjects were pretested before the treatment. The experimental group was taught by using interactive discussion while the control group was taught by using conventional methods of teaching. After the treatment period, a posttest was administered to both groups. Independent samples t test was used to analyse the data obtained from the tests. It was found that the students who were taught by interactive discussion achieved significantly higher scores on the history achievement test. So, it can be concluded that the interactive discussion method brings positive effects on students’ history achievement at the middle school level.