<![CDATA[This study aims to examine the differences in students’ learning outcomes between a control class and an experimental class that received different instructional treatments. The research employed a quasi-experimental approach with a pretest–posttest control group design. The research subjects consisted of two classes, each comprising 39 students. Data were collected through pretest and posttest instruments and analyzed using descriptive statistics and an independent samples t-test. The results of the pretest analysis indicated a significant difference in initial ability between the control and experimental classes, with a significance value of less than 0.05, although the mean difference was relatively small. The posttest analysis revealed a statistically significant difference in learning outcomes between the two groups. The mean posttest score of the control class was higher than that of the experimental class, with a Sig. (2-tailed) value 0.05 and a confidence interval that did not cross zero. These findings indicate that the instructional treatment implemented in this study had a significant effect on students’ learning outcomes. Therefore, it can be concluded that the instructional method used played a role in improving students’ learning achievement. The results of this study are expected to provide valuable insights for the development and selection of effective instructional strategiesin educational settings.]]>
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