Collaborative Quiz-Team Learning and Sociology Concept Understanding: A Reanalysis of a Pretest-PosttestControl-Group Study in an Indonesian Senior High School

Abstract

This study examines whether collaborative Quiz Team instruction was associated with stronger sociology concept understanding among Grade XI social-science students at SMAN 1 Luhak Nan Duo, West Pasaman. The study used a pretest-posttest control-group design with one experimental class and one comparison class. Although initial class enrollments were 28 and 27, the inferential results consistently reflect 48 analyzed cases (24 per group; df = 46); the reason for this reduction was not documented. Posttest concept scores averaged 91.13 in the Quiz Team group and 77.04 in the comparison group. The reported independent-samples test yielded t(46) = 6.26, p < .05, corresponding to an approximate standardized mean difference of d = 1.81. Significant advantages were also reported across six components of multicultural-society concepts. The findings support collaborative quizzing as a promising active-learning structure, while methodological inconsistencies require cautious interpretation and replication with transparent attrition reporting and baseline-adjusted analyses. The findings suggest that structured team competition is most useful when participation rules, conceptual explanation, and teacher feedback remain aligned with the learning objective.