Peer Assisted Learning Strategy in Geometry: its Effects on the Achievement and Self-Esteem of Grade 8 Learners

Abstract

INTRODUCTION

The study focused on peer-assisted learning as a strategy in the instruction which will lead to improving student's interest in learning geometry. The researcher considered that learners would be able to understand geometry concepts together with peers and develop their communication skills and further boost their self-esteem in mingling with their co-learners; while it would also increase the learners' academic achievement.

METHODS

A quasi-experimental, non-equivalence static group comparison pretest-posttest design and Posttest only was used in the study. Two intact classes from Grade 8 learners were the participants in the study. A panel of experts assessed and evaluated the developed lessons in Geometry, as well as the 30-item achievement test, modified 36-item self-esteem scale and prompts for experiences in Geometry. The results of the evaluation were considered in the revision and improvement of the instruments used. The 30-item mathematics academic achievement test and self-esteem scale in geometry was employed as data gathering tools. The data that were treated with the mean, standard deviation, Analysis of Covariance (ANCOVA) and t-test for independent samples.

RESULTS

Findings reveal that the academic achievement of Grade 8 Learners has a significant difference in the academic achievement between learners taught with PALS and without PALS. The group using the Peer Assisted Learning Strategy performed better than those without PALS. Furthermore, the self - esteem of learners towards geometry is not affected whether taught with PALS or without PALS, both groups have Moderate Self - Esteem in learning geometry. Moreover, learners were generally enjoying while learning when taught with PALS. Learners preferred to be provided with learning activities on PALS as they cooperatively and collaboratively working with peers.

DISCUSSIONS

Peer Assisted Learning Strategy can improve the academic achievement learners and it can help develop proficiency in knowledge and skills in Geometry. Learners' self-esteem is not influenced by how they are taught with PALS. Moreover, Math teachers are expected to utilize PALS to help develop and improve the learner's academic achievement in the geometry of which the institution shall lead through seminar-workshops and pieces of training to also improve professional skills.