Students' Performance and Anxiety Level in Chemistry Using Peer Assisted Learning Strategy

Abstract

INTRODUCTION

Through the years, science education in the Philippines has undergone modifications to provide quality education to everyone. It is here where educational institutions are needed in providing students with appropriate strategies to learn. This study attempted to find out the effect of Peer Assisted Learning Strategy (PALS) on students' performance and anxiety in chemistry on topics in stoichiometry. The study was conducted at Imus National High School, Imus City, Cavite during the second quarter of the school year 2015 -2016.

METHODS

A class consisting of 48 students comprised the respondents of the study. This study used a single group pretest-posttest pre-experimental design. The paired t-test weighted mean and the Pearson product-moment correlation were utilized to analyze the data. The instruments used in this study are (1) Chemistry achievement test, (2) Chemistry anxiety rating scale, (3) PALS activities, (4) Students' experience survey on PALS, and an (5) Observation checklist.

RESULTS

The result of paired t-test at 0.05 level of significance revealed that there is a significant difference between the pretest and posttest scores of the students in the chemistry achievement test. The use of Peer-assisted Learning Strategy in teaching chemistry tends to enhance the performance of the students in the achievement test. There is a significant improvement in the three domains of learning, namely, knowledge, comprehension, and analysis. The students' performance in chemistry increased after their exposure to peer-assisted learning strategy activities. The students' overall chemistry anxiety has significantly decreased from high to low after their exposure to PALS.

DISCUSSIONS

The effects of PALS on the two dimensions of chemistry anxiety namely (1) learning in chemistry anxiety, (2) evaluation in chemistry anxiety were also determined. Paired t-test results at 0.05 level of significance show that after exposure of the students to PALS all these dimensions significantly decreased. A negative Pearson product-moment correlation value (r = -0.322) between students' achievement test scores and chemistry anxiety level revealed a low correlation. The students' overall PALS experience survey results revealed that PALS is more enjoyable and more rewarding than the traditional method.