The Influence of the Lecture Learning Methods on Student Learning Outcomes in Elementary School

This research aims to examine the influence of the lecture method in the learning process on elementary students' learning outcomes. Utilizing a quantitative approach with an ex-post facto design, the analysis employed simple linear regression. The research involved 40 fifth-grade students from an elementary school in Majalengka, West Java, selected randomly. Data were collected through a validated questionnaire. The analysis revealed that the lecture method had a weak and statistically insignificant correlation with student learning outcomes. The regression equation suggested a decline in learning scores as the frequency of using the lecture method increased, although this relationship lacked statistical significance. Thus, the lecture method is not a reliable predictor of learning achievement at the elementary level. The study highlights the limited effectiveness of lecture-based instruction in enhancing learning outcomes. As a result, it recommends the adoption of more interactive and student centered teaching strategies to improve student engagement and optimize learning effectiveness in elementary education. These findings suggest a need for innovation in pedagogical approaches, emphasizing the importance of adapting teaching methods to students’ learning characteristics and developmental stages to foster a more meaningful and effective educational experience.