PEER-LED TEAM LEARNING (PLTL), STUDENT ACHIEVEMENT AND ENGAGEMENT IN LEARNING CHEMISTRY

Year 2021, Volume: 5 Issue: 2, 1 - 26, 19.06.2021

Omar Gonzales Lamina

Abstract

The main purpose of this study was to determine the effects of the Peer-Led Team Learning (PLTL) strategy on the achievement and engagement of students in learning Chemistry. It was conducted at Casimiro A. Ynares Sr. Memorial National High School, Taytay, Rizal during the second quarter of the school year 2019-2020. The participants of this study were chosen using purposive sampling. The sample students belong to one intact section of Grade 9 composed of 36 students. Two students from the class served as the peer leaders that facilitated the workshops for five weeks. This study utilized a one-group pre-experimental research design. The results revealed that there is a significant difference in the chemistry achievement and the engagement mean scores of the students before and after their exposure to Peer-Led Team Learning. A significant difference was found in all the CIP engagement factors which are cooperation, interest, and participation. Overall there is a significant difference in the engagement mean scores of students before and after the implementation of PLTL. It was concluded that the use of Peer-Led Team Learning as a teaching-learning strategy has provided positive effects to the achievement and engagement of students towards learning chemistry. The workshop participants also revealed that they are felt comfortable learning under the peer leaders because they were approachable, friendly, and was able to execute the lessons properly and clearly. The students also enjoyed sharing ideas and working together with each other that triggered cooperation among them.

Keywords

achievement,, chemistry,, engagement, peer leader, peer learning

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