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Okunuga, Rachael Olatoun
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Collaborative Classrooms: The Impact of Peer Instruction on Secondary School Students’ Learning Outcomes in Chemistry Okunuga, Rachael Olatoun; Adeleke, Saheed Bimbola
Journal of Educational Sciences Vol 8. No. 4. October 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.611-623

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.
Collaborative Classrooms: The Impact of Peer Instruction on Secondary School Students’ Learning Outcomes in Chemistry Okunuga, Rachael Olatoun; Adeleke, Saheed Bimbola
Journal of Educational Sciences Vol. 8 No. 4 (2024): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.611-623

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.
Co-Authors Adeleke, Saheed Bimbola