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

Yıl 2021, Cilt 5, Sayı 2, 1 - 26, 19.06.2021

Öz

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.

Kaynakça

  • Ainley, M. & Ainley, J. (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science. Contemporary Educational Psychology.
  • Bramaje, G. & Espinosa, A. (2013). Peer-led team learning approach: Effects on students’ conceptual understanding and attitude towards chemistry. International Journal on Teaching and Learning.
  • Bryson, C. & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International.
  • Carini, R., Kuh, G., & Klein, S. (2013). Student engagement and student learning: Testing the linkages. Research in Higher Education,
  • Chan, J. (2015). Effect of peer-led team learning (PLTL) on student achievement, attitude and self-concept in college general chemistry in randomized and quasi-experimental designs. Journal Research in Science Teaching.
  • Christenson, S., Thurlow, M., Sinclair, M., Lehr, C., & Kaibel, C. (2008). The intervention manual and guide for check & connect A comprehensive student engagement intervention. Minneapolis: Institute on Community Integration, The University of Minnesota.
  • Cracolice, M. & Deming, J. (2001). Peer-led team learning. Journal of Science Teacher.
  • Department of Education (2013). K to 12 Curriculum Guide in Science. Pasig City: DepEd.
  • Department of Education (2014). Science Module Grade 9. Pasig City: DepEd.
  • Department of Education (2016). DepEd Order 42 series 2016. Pasig City: DepEd.
  • Eberlein, T., Kampmeier, I., Minderhout, V., Moog, R., Platt, T., (2008). Pedagogies of engagement in science. Biochemistry and Molecular Biology Education.
  • Espejo, N. (2018). The difference in academic engagement among college students as a function of the learning environment. DLSU Research Congress Proceedings.
  • Finn, K. & Campisi, J. (2012). Implementing and evaluating a peer-led team learning approach in undergraduate anatomy and physiology. Journal Research in Science Teaching.
  • Fitzgerald A. (2012) Teaching for Student Engagement in Science. In: Science in Primary Schools. SensePublishers, Rotterdam.
  • Francisco, M., Gonzales, R. & Vargas, M. (2015). Student engagement: associations with teachers and peers as motivators. International Journal of Educational investigations.
  • Frey, R. et al. (2016). Peer-led team learning in general chemistry: Interactions with identity, academic preparation, and a course-based intervention. Journal of Chemistry Education.
  • Fredricks, J., Blumenfeld, P., & Paris, A. (2004). School Engagement: Potential of the concept, and state of the evidence. Review of Educational Research.
  • Gafney, L. & Varma-Nelson, P. (2008). Peer-led team learning: evaluation, dissemination, and institutionalization of a college-level initiative. Springer Science & Business Media.
  • Garcia-Reid, P. (2005). School engagement among Latino youth in an urban middle school context: Valuing the role of social support. Education and Urban Society Journal.
  • Gosser, D. (2001). Peer-Led Team Learning: A Guidebook. Upper Saddle River, NJ: Prentice-Hall.
  • Gunuc, S. (2013). Determining the role of technology in student engagement and examining the relationships between student engagement and technology use in class. unpublished Doctorate Thesis, Anadolu University, Turkey.
  • Hadzigeorgiou, Y. (2015). Young children's ideas about physical science concepts. Research in Early Childhood Science Education.
  • Hattie, J. (2003). Visible learning for teachers: Maximising impact on learning. London: Routledge.
  • Heller, R., (2003). Academic achievement in the middle grades: What does research tell us? A review of the literature. Atlanta, GA: Southern Regional Education Board. Retrieved from http://www.sreb.org/programs/hstw/publications/pubs/.
  • Hernandez, J. (2016). Students’ performance and anxiety level in chemistry using peer-assisted learning strategy. Unpublished Master’s Thesis, Technological The University of the Philippines Manila.
  • Hooker, S. (2007). The effectiveness of peer-led team learning workshops: An action research approach. Journal on Education and Human Development
  • Jung, L. (2014). The relationship between student engagement and academic performance: Is it a myth or reality? The Journal of Educational Research.
  • Karim, M. (2013). Factor structure of the student engagement instrument among Malaysian undergraduates. Unpublished Master’s Thesis, International Islamic The University of Malaysia.
  • Kuh, G. (2005). The national survey of student engagement: Conceptual framework and overview of psychometric properties. The Journal of Higher Education.
  • Lara, M. (2014). Peer-led team learning in a problem-solving course: lessons learned. Journal Research in Science Teaching.
  • Lynch, M. (2016). Children’s relationships with adults and peers: An examination of elementary and junior high school students. Journal of School Psychology .
  • Matthews, K., Andrews, V. & Adams, P. (2011). Social learning spaces and student engagement. Higher Education Research & Development.
  • Marks, H. (2008). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal.
  • Osborne, J. and Collins, S. (2001). Pupils’ views of the role and value of the science curriculum: A focus group study. International Journal of Science Education.
  • Quitadamo, I., Brahler, C. & Crouch, G. (2009). Peer-led team learning: A prospective method for increasing critical thinking in undergraduate science courses.Journal Research in Science Teaching.
  • Reeve, J. (2012). Assessing students’ engagement: A review of instruments with psychometric qualities. International Perspectives of Psychology and Education.
  • Roth, V., Goldstein, and Marcus, G. (2001). Peer-led team learning: A handbook for team leaders. Prentice-Hall: USA.
  • Samaroo, S. (2012). Peer-led team learning: A general chemistry approach. Journal Research in Science Teaching.
  • Schmidt, J., Rosenberg, J. & Beymer, P. (2017). A person-in-context approach to student engagement in science: Examining learning Activities and choice.Journal Research in Science Teaching.
  • Selim, G. (2015). The relationships between student engagement and their academic achievement. International Journal on New Trends in Education and Their Implications.
  • Smith, J. et al (2014). Replicating peer-led team learning in cyberspace: Research opportunities and challenges. Journal Research in Science Teaching.
  • Snyder, J. & Sloane, J. (2016). Peer-led team learning helps minority students succeed. International Journal on Teaching and Learning.
  • Stevenson, C. (2015). The Social psychology of citizenship, participation and social exclusion: Introduction to the special thematic section. Journal of Social and Political Psychology.
  • Stivaktakis, S. (2008). Encouraging involvement with school science. Research in Early Childhood Science Education
  • Tenney, K & Houck, B. (2004). Learning about leadership: Team learning effects on peer leaders. Journal of. College Science Teaching.
  • Tenney, K & Houck, B. (2009). Peer-le team learning in introductory biology and chemistry course: A parallel approach. The Journal of Mathematics and Science: Collaborative Explorations.
  • Thompson, G. & Bennett, J. (2011). Science teaching and learning activities and students' engagement in science. International Journal of Science Education
  • Tien, L. & Roth, V. (2012). Implementation of a peer-led team learning instructional approach in an undergraduate organic chemistry course. Journal Research in Science Teaching.
  • Tien, L. et al (2002). A course to prepare peer leaders to implement a student-assisted learning method. Journal of Chemical Education.
  • Wang, M., & Holcombe, R. (2010). Adolescents’ perceptions of the school environment, engagement, and academic achievement in middle school. American Educational Research Journal.
  • Wells, T. (2012). Peer-led team learning as an instructional strategy for secondary school science. Journal Research in Science Teaching.
  • Winterton, C. (2018). Peer-Led Team Learning: The effect of peer leader and student interactions on student learning gains and course achievement in introductory biology. International Journal on Teaching and Learning.
  • Wood, R. (2019). Students’ motivation to engage with science learning activities through the lens of self-determination theory: Results from a single-case school-based study. Eurasia Journal of Mathematics, Science, and Technology Education.
  • Virtanen, C. et al., (2016). Assessment of student engagement among junior high school students and associations with self-esteem, burnout, and academic achievement.Journal for Educational Research.
  • Zepke, N., Leach, L. & Butler, P. (2010). Student engagement: What is it and what influences it? Teaching and Learning Initiatives. retrieved from http://www.tlri.org.nz/sites/default/files/ projects

Yıl 2021, Cilt 5, Sayı 2, 1 - 26, 19.06.2021

Öz

Kaynakça

  • Ainley, M. & Ainley, J. (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science. Contemporary Educational Psychology.
  • Bramaje, G. & Espinosa, A. (2013). Peer-led team learning approach: Effects on students’ conceptual understanding and attitude towards chemistry. International Journal on Teaching and Learning.
  • Bryson, C. & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International.
  • Carini, R., Kuh, G., & Klein, S. (2013). Student engagement and student learning: Testing the linkages. Research in Higher Education,
  • Chan, J. (2015). Effect of peer-led team learning (PLTL) on student achievement, attitude and self-concept in college general chemistry in randomized and quasi-experimental designs. Journal Research in Science Teaching.
  • Christenson, S., Thurlow, M., Sinclair, M., Lehr, C., & Kaibel, C. (2008). The intervention manual and guide for check & connect A comprehensive student engagement intervention. Minneapolis: Institute on Community Integration, The University of Minnesota.
  • Cracolice, M. & Deming, J. (2001). Peer-led team learning. Journal of Science Teacher.
  • Department of Education (2013). K to 12 Curriculum Guide in Science. Pasig City: DepEd.
  • Department of Education (2014). Science Module Grade 9. Pasig City: DepEd.
  • Department of Education (2016). DepEd Order 42 series 2016. Pasig City: DepEd.
  • Eberlein, T., Kampmeier, I., Minderhout, V., Moog, R., Platt, T., (2008). Pedagogies of engagement in science. Biochemistry and Molecular Biology Education.
  • Espejo, N. (2018). The difference in academic engagement among college students as a function of the learning environment. DLSU Research Congress Proceedings.
  • Finn, K. & Campisi, J. (2012). Implementing and evaluating a peer-led team learning approach in undergraduate anatomy and physiology. Journal Research in Science Teaching.
  • Fitzgerald A. (2012) Teaching for Student Engagement in Science. In: Science in Primary Schools. SensePublishers, Rotterdam.
  • Francisco, M., Gonzales, R. & Vargas, M. (2015). Student engagement: associations with teachers and peers as motivators. International Journal of Educational investigations.
  • Frey, R. et al. (2016). Peer-led team learning in general chemistry: Interactions with identity, academic preparation, and a course-based intervention. Journal of Chemistry Education.
  • Fredricks, J., Blumenfeld, P., & Paris, A. (2004). School Engagement: Potential of the concept, and state of the evidence. Review of Educational Research.
  • Gafney, L. & Varma-Nelson, P. (2008). Peer-led team learning: evaluation, dissemination, and institutionalization of a college-level initiative. Springer Science & Business Media.
  • Garcia-Reid, P. (2005). School engagement among Latino youth in an urban middle school context: Valuing the role of social support. Education and Urban Society Journal.
  • Gosser, D. (2001). Peer-Led Team Learning: A Guidebook. Upper Saddle River, NJ: Prentice-Hall.
  • Gunuc, S. (2013). Determining the role of technology in student engagement and examining the relationships between student engagement and technology use in class. unpublished Doctorate Thesis, Anadolu University, Turkey.
  • Hadzigeorgiou, Y. (2015). Young children's ideas about physical science concepts. Research in Early Childhood Science Education.
  • Hattie, J. (2003). Visible learning for teachers: Maximising impact on learning. London: Routledge.
  • Heller, R., (2003). Academic achievement in the middle grades: What does research tell us? A review of the literature. Atlanta, GA: Southern Regional Education Board. Retrieved from http://www.sreb.org/programs/hstw/publications/pubs/.
  • Hernandez, J. (2016). Students’ performance and anxiety level in chemistry using peer-assisted learning strategy. Unpublished Master’s Thesis, Technological The University of the Philippines Manila.
  • Hooker, S. (2007). The effectiveness of peer-led team learning workshops: An action research approach. Journal on Education and Human Development
  • Jung, L. (2014). The relationship between student engagement and academic performance: Is it a myth or reality? The Journal of Educational Research.
  • Karim, M. (2013). Factor structure of the student engagement instrument among Malaysian undergraduates. Unpublished Master’s Thesis, International Islamic The University of Malaysia.
  • Kuh, G. (2005). The national survey of student engagement: Conceptual framework and overview of psychometric properties. The Journal of Higher Education.
  • Lara, M. (2014). Peer-led team learning in a problem-solving course: lessons learned. Journal Research in Science Teaching.
  • Lynch, M. (2016). Children’s relationships with adults and peers: An examination of elementary and junior high school students. Journal of School Psychology .
  • Matthews, K., Andrews, V. & Adams, P. (2011). Social learning spaces and student engagement. Higher Education Research & Development.
  • Marks, H. (2008). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal.
  • Osborne, J. and Collins, S. (2001). Pupils’ views of the role and value of the science curriculum: A focus group study. International Journal of Science Education.
  • Quitadamo, I., Brahler, C. & Crouch, G. (2009). Peer-led team learning: A prospective method for increasing critical thinking in undergraduate science courses.Journal Research in Science Teaching.
  • Reeve, J. (2012). Assessing students’ engagement: A review of instruments with psychometric qualities. International Perspectives of Psychology and Education.
  • Roth, V., Goldstein, and Marcus, G. (2001). Peer-led team learning: A handbook for team leaders. Prentice-Hall: USA.
  • Samaroo, S. (2012). Peer-led team learning: A general chemistry approach. Journal Research in Science Teaching.
  • Schmidt, J., Rosenberg, J. & Beymer, P. (2017). A person-in-context approach to student engagement in science: Examining learning Activities and choice.Journal Research in Science Teaching.
  • Selim, G. (2015). The relationships between student engagement and their academic achievement. International Journal on New Trends in Education and Their Implications.
  • Smith, J. et al (2014). Replicating peer-led team learning in cyberspace: Research opportunities and challenges. Journal Research in Science Teaching.
  • Snyder, J. & Sloane, J. (2016). Peer-led team learning helps minority students succeed. International Journal on Teaching and Learning.
  • Stevenson, C. (2015). The Social psychology of citizenship, participation and social exclusion: Introduction to the special thematic section. Journal of Social and Political Psychology.
  • Stivaktakis, S. (2008). Encouraging involvement with school science. Research in Early Childhood Science Education
  • Tenney, K & Houck, B. (2004). Learning about leadership: Team learning effects on peer leaders. Journal of. College Science Teaching.
  • Tenney, K & Houck, B. (2009). Peer-le team learning in introductory biology and chemistry course: A parallel approach. The Journal of Mathematics and Science: Collaborative Explorations.
  • Thompson, G. & Bennett, J. (2011). Science teaching and learning activities and students' engagement in science. International Journal of Science Education
  • Tien, L. & Roth, V. (2012). Implementation of a peer-led team learning instructional approach in an undergraduate organic chemistry course. Journal Research in Science Teaching.
  • Tien, L. et al (2002). A course to prepare peer leaders to implement a student-assisted learning method. Journal of Chemical Education.
  • Wang, M., & Holcombe, R. (2010). Adolescents’ perceptions of the school environment, engagement, and academic achievement in middle school. American Educational Research Journal.
  • Wells, T. (2012). Peer-led team learning as an instructional strategy for secondary school science. Journal Research in Science Teaching.
  • Winterton, C. (2018). Peer-Led Team Learning: The effect of peer leader and student interactions on student learning gains and course achievement in introductory biology. International Journal on Teaching and Learning.
  • Wood, R. (2019). Students’ motivation to engage with science learning activities through the lens of self-determination theory: Results from a single-case school-based study. Eurasia Journal of Mathematics, Science, and Technology Education.
  • Virtanen, C. et al., (2016). Assessment of student engagement among junior high school students and associations with self-esteem, burnout, and academic achievement.Journal for Educational Research.
  • Zepke, N., Leach, L. & Butler, P. (2010). Student engagement: What is it and what influences it? Teaching and Learning Initiatives. retrieved from http://www.tlri.org.nz/sites/default/files/ projects

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Bilimsel Disiplinler
Bölüm Makaleler
Yazarlar

Omar Gonzales LAMİNA Bu kişi benim
Casimiro A. Ynares Sr. Memorial National High School,
Palestine, State of

Yayımlanma Tarihi 19 Haziran 2021
Başvuru Tarihi 3 Ocak 2021
Yayınlandığı Sayı Yıl 2021, Cilt 5, Sayı 2

Kaynak Göster

Bibtex @araştırma makalesi { ijqe954527, journal = {International Journal of Quality in Education}, issn = {}, eissn = {2636-8412}, address = {}, publisher = {Abdülkadir KABADAYI}, year = {2021}, volume = {5}, pages = {1 - 26}, doi = {}, title = {PEER-LED TEAM LEARNING (PLTL), STUDENT ACHIEVEMENT AND ENGAGEMENT IN LEARNING CHEMISTRY}, key = {cite}, author = {Lamina, Omar Gonzales} }
APA Lamina, O. G. (2021). PEER-LED TEAM LEARNING (PLTL), STUDENT ACHIEVEMENT AND ENGAGEMENT IN LEARNING CHEMISTRY . International Journal of Quality in Education , 5 (2) , 1-26 . Retrieved from https://dergipark.org.tr/tr/pub/ijqe/issue/62879/954527
MLA Lamina, O. G. "PEER-LED TEAM LEARNING (PLTL), STUDENT ACHIEVEMENT AND ENGAGEMENT IN LEARNING CHEMISTRY" . International Journal of Quality in Education 5 (2021 ): 1-26 <https://dergipark.org.tr/tr/pub/ijqe/issue/62879/954527>
Chicago Lamina, O. G. "PEER-LED TEAM LEARNING (PLTL), STUDENT ACHIEVEMENT AND ENGAGEMENT IN LEARNING CHEMISTRY". International Journal of Quality in Education 5 (2021 ): 1-26
RIS TY - JOUR T1 - PEER-LED TEAM LEARNING (PLTL), STUDENT ACHIEVEMENT AND ENGAGEMENT IN LEARNING CHEMISTRY AU - Omar Gonzales Lamina Y1 - 2021 PY - 2021 N1 - DO - T2 - International Journal of Quality in Education JF - Journal JO - JOR SP - 1 EP - 26 VL - 5 IS - 2 SN - -2636-8412 M3 - UR - Y2 - 2021 ER -
EndNote %0 International Journal of Quality in Education PEER-LED TEAM LEARNING (PLTL), STUDENT ACHIEVEMENT AND ENGAGEMENT IN LEARNING CHEMISTRY %A Omar Gonzales Lamina %T PEER-LED TEAM LEARNING (PLTL), STUDENT ACHIEVEMENT AND ENGAGEMENT IN LEARNING CHEMISTRY %D 2021 %J International Journal of Quality in Education %P -2636-8412 %V 5 %N 2 %R %U
ISNAD Lamina, Omar Gonzales . "PEER-LED TEAM LEARNING (PLTL), STUDENT ACHIEVEMENT AND ENGAGEMENT IN LEARNING CHEMISTRY". International Journal of Quality in Education 5 / 2 (Haziran 2021): 1-26 .
AMA Lamina O. G. PEER-LED TEAM LEARNING (PLTL), STUDENT ACHIEVEMENT AND ENGAGEMENT IN LEARNING CHEMISTRY. IJQE. 2021; 5(2): 1-26.
Vancouver Lamina O. G. PEER-LED TEAM LEARNING (PLTL), STUDENT ACHIEVEMENT AND ENGAGEMENT IN LEARNING CHEMISTRY. International Journal of Quality in Education. 2021; 5(2): 1-26.
IEEE O. G. Lamina , "PEER-LED TEAM LEARNING (PLTL), STUDENT ACHIEVEMENT AND ENGAGEMENT IN LEARNING CHEMISTRY", International Journal of Quality in Education, c. 5, sayı. 2, ss. 1-26, Haz. 2021