Assessing the Effectiveness of Interaction Approach in Learning about Rivers among Grade IX Students in Geography

This study investigated the effectiveness of interaction approach (IA) in learning about rivers among ninth grade students a middle secondary school western Bhutan. The adopted mixed-method explanatory sequential design. quantitative data were gathered through quasi-experiment, involving pre-test and post-test on Geography achievement tests (GAT) for both control experimental groups (EG) survey questionnaires administered to gather perception from EG. Additionally, structured interviews employed qualitative an equal representation genders within EG.
 GAT scores consisted two sections viz. CG (N = 34) EG 34). In this study, targeted sample selection was made with size 68 students. analysis independent t-test compare between showed statistically significant difference (P < .001) Similarly, paired-sample conducted comparative analysis. There results 0.05) students’ achievements post-test. Likewise, shows test post-test.
 confirmed that using IA improved compared conventional teaching method. descriptive also indicated have positive perceptions towards use river Geography. addition, revealed higher themes self-confidence, motivation collaboration when IA, which further supported by student respondents’ benefits IA. However, large class pose challenge as perceived conclusion, recommends teachers intervention stimulate learn effectively. These predictors, however, need work validate its reliability.