Peer Learning Strategy and Students' Performance in Grade 7 Science: Direction toward Cognitive Perspective of Science Education

Abstract

INTRODUCTION

The teaching-learning process is the heart of education. It is the most powerful instrument that brings about desired changes in the students. This is the reason why most educators develop and innovate tools and strategies for effective teaching so that students' would be able to uplift their performance even though they are diverse. With this, the study about the utilization of "Peer Learning Strategy" in teaching Science 7 was implemented to improve students' performance.

METHODS

The descriptive-comparative research design was utilized using pre-test and posttest as instruments in gathering the relevant data. Four heterogeneous groups of Grade 7 students were used, two sections were assigned as the experimental group who were exposed to peer learning strategy and two sections served as the control group who were subjected to conventional learning strategy. Student-facilitators in the experimental group were selected in accordance with their class standing in the previous grading period and their capabilities to teach the lessons that were assigned to them.

RESULTS

The pre-test scores of the two groups of respondents had almost the same level of prior knowledge and proficiency skill in science and technology at the start of the study. The posttest scores of the experimental group revealed that there was a higher score for the experimental group as compared to the control group. Also, since the posttest scores were higher than pre-test scores, high mean gain scores were also observed and noted. With this, it can be said that the students who were exposed to peer learning strategy performed better than those who were subjected to traditional learning strategies in their grade 7 science. The test of difference revealed as well that there is no significant difference in the pretest and posttest scores obtained by the students suggesting not to sustained the null hypothesis used in the study.

DISCUSSIONS

The study revealed that peer learning strategy can enhance students' performance in Science 7. This is because learning using this strategy became more participative and collaborative. It is being said that learning with interaction will make students more likely to become interested in learning and therefore increase students' participation and performance. With the projected result, the study may be one of the ways to make teaching and learning process more interesting and dynamic thus producing a more advantageous learning outcome.