Cover Image

Collaborative Classrooms: The Impact of Peer Instruction on Secondary School Students’ Learning Outcomes in Chemistry

Rachael Olatoun Okunuga, Saheed Bimbola Adeleke

Abstract


This study investigated the impact of peer instruction on students’ achievement in senior secondary school chemistry in Lagos State, Nigeria. The study population comprised secondary school chemistry students in the state. It adopted a quasi-experimental design and used the Chemistry Achievement Test and questionnaire to obtain information from the students. The data collected were analysed using mean, percentages and standard deviation, while inferential statistics were used to test the hypotheses. The findings showed a positive impact on the academic achievement of students who received peer instruction compared to those who did not. The study further deduced that students have a positive perception and attitude toward using peer instruction strategy in the learning of chemistry. It was recommended that secondary school teachers should adopt the use of peer instruction strategy.

Keywords


Collaboration; Peer Instruction; Achievement; Attitude; Perception

Full Text:

PDF

References


Adebayo, I., Oladejo, A. I., Okebukola, P. A. (2022). Examining the Relative Effectiveness of CTCA in Improving Secondary School Students' Achievement in Genetics. 95th Annual International Conference of NARST, Vancouver BC.

Afinda, B. N., Anwar, S., & Sumarna, O. (2023). Analysis of The Need for Applied Science Teaching Materials in Chemical Materials in Vocational School, Department of Culinary, Tangerang District. Journal of Education and Learning Research, 1(1), 30-36.

Bella, S., Azhar, A., & Islami, N. (2023). Development of Think-Pair-Share (Tps) Model Based Learning Tools for Global Warming Materials. Journal of Education and Learning Research, 1(1), 20-29.

Brown, P. (2017). Teaching chemistry effectively: A Framework for Teachers. Chemistry Education Research and Practice, 18(2), 159-171.

Byusa, F., Kampire, E., & Mwesigye, J. (2020). Lecture Method and Students' Performance in Science Subjects: A Case Study of Ugandan Secondary Schools. Journal of Science Education, 21(1), 45-55.

Cakir, M., & Crawford, B. A. (2017). Investigating the Impact of Inquiry-Based Learning on Students' Conceptual Understanding of Chemistry. Journal of Research in Science Teaching, 54(4), 539-563.

Darling-Hammond, L. (2017). Teacher Quality and Student Achievement: A Review of the Evidence. Education Policy Analysis Archives, 25(1), 1-44.

Filmer, D. & Rogers, F. (2019). World Development Report 2018: Learning to Realize Education's Promise. World Bank Group, USA.

Gök, T. (2018). Investigating the Effect of Peer Instruction on Students' Achievements and Perceptions in Physics. Journal of Educational Research and Practice, 8(1), 1-12.

Han, S., & Bhattacharya, K. (2017). Investigating the Effectiveness of Inquiry-Based Science Education: A Systematic Review. Journal of Science Education and Technology, 26(1), 1-13.

Hanson, R. (2017). Diversity, Equity, and Inclusion in Chemistry Education. Journal of Chemical Education, 94(10), 1335-1338.

Harrison, J. L., Tomkiewicz, J., & Hersour, S. (2018). Do Peer Instruction Pedagogies Improve Student Learning Outcomes in Principles of Economics? Southern Economic Journal, 84(3), 758-779.

Ibrahim, Y., Hamza, A., Bello, Y., & Adamu, A. (2018). Influence of Medium of Instruction on Students' Learning Outcomes in Nigerian Secondary Schools. Journal of Language and Education, 4(3), 35-45.

Igboanugo, B. I. (2021). Exploring Effects of Science-Technology-Society Instructional Approach as an Innovation in Improving Learners’ Interest in Chemistry. Asian Journal of Education and E-Learning 9(1), 36–43.

Igwe, U. O. (2018). Effectiveness of Teacher-Centered Approach in Teaching Secondary School Chemistry in Nigeria. Journal of Educational Research and Development, 13(1), 1-9.

Kind, V. (2016). A Framework for the Professional Development of Chemistry Teachers. Chemistry Education Research and Practice, 17(2), 257-273.

Knight, J. K., & Brame, C. J. (2018). Peer Instruction. CBE - Life Sciences Education. 17:fe5(2), 1–4. doi:10.1187/cbe.18-02-0025

Lehesvuori, K., Ramnarain, U., & Viiri, J. (2018). Teacher's Pedagogical Content Knowledge and Teacher's Professional Development in Science Education. In A. H. Johnstone & A. M. Many (Eds.), Chemistry Education: Best Practices, Opportunities and Trends, 177-194. Springer.

Minstrell, J., & van Zee, E. (2017). Inquiry-Based Learning: A Review of the Literature. Journal of Science Teacher Education, 28(1), 1-23.

Muganga, J., & Ssenkusu, F. (2019). Teacher-Centered Approach to Teaching: A Study of Students' Perceptions in Ugandan Secondary Schools. Journal of Educational Research and Development, 14(1), 1-10.

Njoku Z. C., & Ugwu, E. M. (2017). Analysis and Classification of Students’ Learning Difficulties in the Writing of Chemical Equations,” African Journal of Science, Technology and Mathematics Education, 3(1), 10–21.

Nwosu, A. C., & Okeke, E. N. (2019). Effectiveness of Teacher-Centered Approach in Teaching Scientific Processes. Journal of Science Education, 20(1), 34-41.

Oguoma, C. E., Unamba, C., & Ibe, G. C. (2019). Assessment of Prescience Teachers’ Knowledge Level of Science Process Skills, Academic Achievement and Their Attitude Towards Modeling of 3-D Shapes. AE-FUNAI Journal of Education, 1(1), 345–356.

Okebukola, P. A., Suwadu, B., Oladejo, A., Nyandwi, R., Ademola, I., Okorie, H., & Awaah, F. (2020). Delivering high school Chemistry during COVID-19 lockdown: Voices from Africa. Journal of Chemical Education, 97(9), 3285- 3289.

Okunuga, R. O. (2021). Effectiveness of Chemistry Teaching and Learning in Senior Secondary Schools in Lagos State. Nigerian Online Journal of Educational Sciences and Technology (NOJEST), 3(1), 93-103.

Okunuga, R. O., & Nwafor, A. I. (2022). Peer Teaching Strategies and Lagos State Secondary School Chemistry Students' Acquisition of Social Skills. Lagos Education Review (LER), 21(1), 1-22. ISSN: 0331-9237

Oladejo, A. I., Okebukola, P., Shabani, J., Nwaboku, N., & Ogunlade Y. (2022). Beyond Achievement of African Secondary School Students in Chemistry: Critical Thinking in Focus. NARST 2022 International Conference (CADASE)

Oladejo, J. (2020). Effectiveness of Lecture Method in Teaching Chemistry and Other Science Subjects: A Review of Literature. Journal of Science Education, 22(2), 123-135.

Randle, K., & Overbaugh, R. (2016). Peer Instruction in Chemistry: A Review of the Literature. Journal of Chemical Education, 93(10), 1714-1721.

Schwarz, C. V., Passmore, C., & Reiser, B. J. (2017). Moving Beyond Breadth: Using Depth to Improve Science Education. Journal of Research in Science Teaching, 54(6), 761-783.

Serin, O. (2018). The Effectiveness of Teacher-Centered Approach in Teaching and Learning Process. Journal of Education and Practice, 9(14), 128-135.

Udu, S. (2018). Effect of Lecture Method on Students' Academic Achievement in Chemistry. Journal of Educational Research and Development, 12(2), 1-8.

UNESCO (2016). Education for Sustainable Development Goals. UNESCO Publishing.

UNESCO (2020). Global Education Monitoring Report 2020: Inclusion and Education. UNESCO Publishing.

Veraksa, N. & Veraksa, A. (2018). Lev Vygotsky’s Cultural-Historical Theory of Development and the Problem of Mental Tools Papeles del Psicólogo, Espana, 39(2), 150-157




DOI: http://dx.doi.org/10.31258/jes.8.4.p.611-623

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Rachael Olatoun Okunuga

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

 Publisher: FKIP Universitas Riau