Improving Remedial Students Group Discussion Skill in Physics Classroom

This classroom-based action research investigates the effectiveness of structured group discussions in enhancing the academic performance and engagement of remedial physics students at Raya University. Using a mixed-methods approach that combined quantitative data (surveys, test scores) and qualitative insights (observations, student reflections), the study examined the outcomes of targeted interventions such as assigned group roles, facilitator guidance, and curriculum-aligned discussion objectives. The class consisted of 42 students, with a gender distribution of 71.4% male and 28.6% female. Following the intervention, 66.7% of students demonstrated measurable academic improvement, with average test scores rising from 68% to 75%. Additionally, 71.4% of students expressed satisfaction with the group discussion format, and 67.6% reported participating "often" or "sometimes" in discussions. Qualitative findings highlighted improvements in students' communication, collaboration, and critical thinking skills. Despite minor challenges such as unequal participation and off-topic conversations effective facilitation and role rotation strategies helped maintain focus and inclusivity. The study concludes that structured group discussions, supported by both qualitative and quantitative evidence, are a powerful tool to boost comprehension and performance among remedial students, with equitable benefits across gender lines.