International Journal of Learning and Teaching

Yazarlar: Ginalyn P. Bramaje, Allen A. Espinosa

Konular:-

Anahtar Kelimeler:Peer-Led Team Learning,Conceptual Understanding,Attitude towards Chemistry            

Özet: The study was conducted to assess the effectiveness of Peer-Led Team Learning (PLTL) approach against the traditional teaching approach (TTA) in enhancing students’ conceptual understanding and attitude towards chemistry. Specifically, it sought to find out if: (1) students exposed to PLTL have higher conceptual understanding than those students exposed to traditional teaching approach (TTA); and (2) students exposed to PLTL have higher positive attitude towards chemistry than those students exposed to traditional teaching approach (TTA). Peer-Led Team Learning approach is a student-centered instruction in which it provides meaningful mentoring and leadership roles for students who bring a renewed sense of enthusiasm and insight. In this approach there is a PLTL workshop made by the researcher which used by the peer leaders in facilitating the discussions.The study used the quasi-experimental pre-test-posttest control group design. The sample of the study consisted of two (2) intact heterogeneous sections of Third Year High School students in a public school in Pasig City who are enrolled during the School Year 2013-2014. Forty three (43) students are in the PLTL class while forty five (45) students are in the TTA class. Instruments used in the study were: (1) Chemistry Concepts Inventory (CCI) to evaluate students’ conceptual understanding and (2) Chemistry Attitude and Experiences Questionnaire (CAEQ) to assess students’ attitude towards Chemistry. The instruments were all content validated by panel of experts and were pilot tested.  

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