Exploring the effects of peer assisted learning strategy on grade 10 pupils’ learning of turning effect of a force in selected secondary schools of Kabwe district.
| dc.contributor.author | Fungamwango, Hashel Mwansa | |
| dc.date.accessioned | 2024-08-26T10:33:24Z | |
| dc.date.available | 2024-08-26T10:33:24Z | |
| dc.date.issued | 2023 | |
| dc.description | Thesis of Doctor of Philosophy in Science Education. | |
| dc.description.abstract | This study examined the effectiveness of the Peer-Assisted Learning (PAL) strategy in enhancing learners' active engagement, motivation, self-concept, teamwork, retention, and academic performance in lessons focused on the Turning Effect Of a Force (TEOF). Employing mixed methods approach with a concurrent research design, the study utilized the Solomon Four Group Design and a quasi-experimental "Nonequivalent Control Group Design." The study involved 131 participants from four secondary schools, with a gender distribution of 68 girls and 63 boys. The study spanned 34 weeks, during which experimental groups (class 1 and class 3), comprising 65 participants, engaged in a 6-week PAL program, while control groups (class 2 and class 4) adhered to traditional instruction methods with 66 participants. The F-value obtained from the one-way ANOVA was found to be F (3, 106) = 115.068, indicating a statistically significant difference among the groups (p < 0.05). Post-hoc tests, employing the Tukey HSD, were subsequently conducted to explore pairwise comparisons. The results of these tests revealed that the post-test scores of Class 1 (84.0 ± 8.4) and Class 3 (82.1 ± 7.1) were significantly higher than those of Class 2 (53.8 ± 7.1) and Class 4 (52.7 ± 8.3) suggesting a positive impact of the PAL strategy on learning outcomes and the experimental classes showed a remarkable 30-32% increase in post-test scores as compared to control groups. Notably, there was no significant difference (p-value = 0.845) between experimental classes. To test the retention of concepts a second post-test was administered 7 months after the first post-test for all groups. The results revealed that the means of Class 1 (83.9 ± 7.4) and Class 2 (83.1 ± 5.9) were significantly higher than Class 2 (45.2 ± 4.49) and Class 4 (43.9 ± 4.3). The results demonstrated significant differences in post-test 2 scores among the groups (F(3,127) = 523.263), affirming the lasting impact of the PAL strategy on learners' retention of concepts. This study’s findings underscore the positive influence of PAL on learners' active engagement. Learners showed improved motivation and self-concept. The PAL strategy emerged as a catalyst for fostering teamwork and collaboration among learners. This study provides valuable insights for educators and policymakers, suggesting the incorporation of the PAL strategy in teaching difficult topics in physics. Future research should explore the sustainability of PAL effects over more extended periods and consider variations in subject matter to generalize findings across diverse academic disciplines. Keywords: PAL strategy, TEOF, Active engagement, motivation, self-concept and retention. | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/8815 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia | |
| dc.title | Exploring the effects of peer assisted learning strategy on grade 10 pupils’ learning of turning effect of a force in selected secondary schools of Kabwe district. | |
| dc.type | Thesis |