A Comparative Study on the Effectiveness of Subject-Specific and Integrated Teaching Approaches on Students’ Cognitive Learning Outcomes

Abstract

This study investigates the comparative effectiveness of subject-specific and integrated teaching approaches on students’ cognitive learning outcomes in secondary education. Utilizing a mixed-method quasi-experimental design, the research involved 120 students divided equally into control (subject-specific) and experimental (integrated) groups. Pretests and posttests were developed in alignment with Bloom’s Revised Taxonomy to assess cognitive development, while a structured questionnaire captured students’ perceptions. The findings revealed that the integrated teaching approach significantly enhanced students’ overall cognitive performance and remembering ability, demonstrating large effect sizes. However, neither approach showed a statistically significant impact on students' conceptual understanding, suggesting the need for longer or more intensive interventions. Student feedback further supported the integrated method as more engaging and contextually meaningful. The study concludes that integrated instruction, when effectively implemented, holds greater potential for fostering cognitive growth and supports pedagogical shifts toward interdisciplinary teaching to meet 21st-century educational goals.