Project – An assessment of the effect of peer-led team learning in improving students’ academic achievement in Chemistry

CHAPTER ONE

INTRODUCTION

• Background to the Study

Peer-Led Team Learning (PLTL) is an instructional strategy that has gained traction in various educational settings, particularly in the sciences. The method involves students working in small groups, guided by a peer leader who has previously excelled in the subject. This approach is grounded in Vygotsky’s Social Development Theory, which posits that social interaction plays a fundamental role in the development of cognition (Vygotsky, 1978). Research has shown that PLTL can enhance students’ understanding and retention of complex scientific concepts, making it a promising strategy for improving academic achievement in Chemistry (Gosser et al., 2001).

In the context of secondary schools in Jos North, the implementation of PLTL has shown promising results. A study by Adeyemo (2010) found that students who participated in PLTL sessions demonstrated a significant improvement in their Chemistry test scores compared to those who did not. The peer-led groups provided a supportive environment where students felt more comfortable asking questions and discussing difficult concepts, which in turn facilitated deeper understanding and retention of the material.

Moreover, PLTL has been found to positively impact students’ attitudes towards Chemistry. According to a study by Tien, Roth, and Kampmeier (2002), students involved in PLTL reported higher levels of interest and engagement in the subject. This is particularly important in a subject like Chemistry, which many students find challenging and intimidating. By fostering a more positive attitude towards the subject, PLTL can help to reduce anxiety and increase motivation, leading to better academic outcomes.

The role of the peer leader is crucial in the success of PLTL. Peer leaders are typically students who have previously excelled in the subject and are trained to facilitate group discussions and activities. They serve as role models and provide academic and emotional support to their peers. A study by Hockings, DeAngelis, and Frey (2008) found that the effectiveness of PLTL is largely dependent on the quality of the peer leaders. Well-trained and motivated peer leaders can significantly enhance the learning experience and outcomes for their peers.

Despite the benefits, there are also challenges associated with the implementation of PLTL. One of the main challenges is the need for adequate training and support for peer leaders. Without proper training, peer leaders may struggle to effectively facilitate group discussions and activities. Additionally, the success of PLTL requires a shift in the traditional teacher-centered approach to a more student-centered approach, which can be difficult to achieve in some educational settings (Quitadamo, Brahler, & Crouch, 2009).

The implementation of Peer-Led Team Learning in secondary schools in Jos North has shown to be an effective strategy for improving students’ academic achievement in Chemistry. The approach not only enhances students’ understanding and retention of complex concepts but also positively impacts their attitudes towards the subject. However, the success of PLTL is largely dependent on the quality of the peer leaders and the support they receive. Therefore, it is essential to provide adequate training and resources to ensure the effective implementation of this instructional strategy.

• Statement of the Problem

The academic performance of students in Chemistry, particularly in secondary schools within Jos North, has been a subject of concern for educators, parents, and policymakers. Despite various interventions, the traditional teacher-centered approach has not yielded the desired improvement in students’ understanding and retention of Chemistry concepts. This persistent issue necessitates the exploration of alternative teaching methodologies that can enhance students’ academic achievement. One such promising approach is Peer-Led Team Learning (PLTL), which involves students working in small groups under the guidance of a peer leader to solve problems and discuss concepts collaboratively.

The problem is further compounded by the lack of engagement and motivation among students when learning Chemistry through conventional methods. Many students find Chemistry abstract and challenging, leading to a lack of interest and poor performance. The traditional lecture-based approach often fails to address individual learning needs and does not provide sufficient opportunities for active participation and critical thinking. Consequently, there is a pressing need to investigate whether PLTL can bridge this gap by fostering a more interactive and supportive learning environment.

Moreover, the existing literature on PLTL has predominantly focused on its application in higher education settings, with limited research on its effectiveness in secondary schools, particularly in the context of Nigerian education. This gap in the literature highlights the need for empirical studies to assess the impact of PLTL on secondary school students’ academic achievement in Chemistry. Understanding the effectiveness of PLTL in this context can provide valuable insights for educators and policymakers seeking to implement evidence-based teaching strategies.

Another aspect of the problem is the potential variability in the implementation of PLTL across different schools. Factors such as the training and selection of peer leaders, the structure of PLTL sessions, and the level of support from teachers and school administrators can influence the outcomes of this teaching approach. Therefore, it is crucial to examine how these factors affect the success of PLTL in improving students’ academic performance in Chemistry.

Furthermore, the socio-economic and cultural context of Jos North may also play a role in the effectiveness of PLTL. Students’ attitudes towards peer learning, their prior experiences with collaborative learning, and the availability of resources can impact the implementation and outcomes of PLTL. Investigating these contextual factors can provide a more comprehensive understanding of the challenges and opportunities associated with adopting PLTL in secondary schools in Jos North.

The problem at hand is the need to assess the effectiveness of Peer-Led Team Learning in improving students’ academic achievement in Chemistry in secondary schools within Jos North. This assessment is critical to addressing the persistent issue of poor performance in Chemistry and to exploring alternative teaching methodologies that can enhance student engagement, motivation, and understanding. By examining the impact of PLTL and the factors influencing its success, this study aims to contribute to the development of effective teaching strategies that can improve educational outcomes in Chemistry for secondary school students in Jos North.

• Aim and Objectives of the Study

The aim of the study is to examine “an assessment of the effect of peer-led team learning in improving students’ academic achievement in Chemistry, in some secondary school of Jos North”. The specific objectives are:

1. Evaluate the current academic achievement levels of students in Chemistry in selected secondary schools in Jos North.
2. Implement a peer-led team learning program in Chemistry classes and assess its impact on students’ academic performance.
3. Measure the level of engagement and participation of students in peer-led team learning activities in Chemistry.
4. Compare the academic achievement of students who participated in peer-led team learning with those who did not participate.

• Research Questions

The research questions are buttressed below:

1. What are the current academic achievement levels of students in Chemistry in selected secondary schools in Jos North?
2. What is the impact of implementing a peer-led team learning program in Chemistry classes on students’ academic performance?
3. How engaged and participative are students in peer-led team learning activities in Chemistry?
4. What is the difference in academic achievement between students who participated in peer-led team learning and those who did not participate?

• Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Peer-led team learning program has no significant impact on students’ academic performance

H1: Peer-led team learning program has significant impact on students’ academic performance

• Significance of the Study

The significance of studying the effect of peer-led team learning (PLTL) on students’ academic achievement in Chemistry, particularly in secondary schools in Jos North, is multifaceted. Firstly, this research can provide valuable insights into alternative teaching methodologies that may enhance student engagement and understanding of complex scientific concepts. Traditional teaching methods often rely heavily on direct instruction, which may not cater to the diverse learning needs of all students. By assessing the impact of PLTL, educators and policymakers can determine whether this collaborative approach can bridge gaps in comprehension and foster a more inclusive learning environment.

Secondly, the study holds potential implications for improving overall academic performance in Chemistry, a subject that many students find challenging. Chemistry requires not only memorization but also the application of concepts to solve problems. Peer-led team learning encourages students to work together, discuss, and explain concepts to one another, which can reinforce their understanding and retention of the material. If the study finds that PLTL significantly boosts academic achievement, it could lead to broader implementation of this method, ultimately raising the standard of Chemistry education in the region.

Moreover, the research could contribute to the professional development of teachers. Understanding the dynamics and benefits of PLTL can equip educators with new strategies to facilitate learning. Teachers can learn to create more interactive and student-centered classrooms, where students take an active role in their education. This shift from a teacher-centered to a student-centered approach can lead to more effective teaching practices and better educational outcomes.

The study also has the potential to address educational inequalities. In many secondary schools, resources and teacher quality can vary significantly, leading to disparities in student achievement. PLTL can serve as an equalizer by providing all students with the opportunity to learn from their peers, regardless of their background or prior knowledge. This collaborative learning model can help level the playing field, giving every student a fair chance to succeed in Chemistry.

Furthermore, the findings of this study could inform educational policy and curriculum design. If PLTL is proven to be effective, educational authorities in Jos North and beyond might consider integrating this approach into the standard curriculum. This could lead to systemic changes that prioritize collaborative learning and critical thinking skills, preparing students not only for academic success but also for future careers in science and technology.

Lastly, the significance of this study extends to the broader educational research community. By contributing to the body of knowledge on peer-led team learning, this research can inspire further studies and innovations in teaching methodologies. It can also provide a framework for similar assessments in other subjects and educational contexts, promoting a culture of continuous improvement and evidence-based practice in education.

• Scope of the Study

The study examines “An assessment of the effect of peer-led team learning in improving students’ academic achievement in Chemistry, in some secondary school of Jos North”.

• Operational Definition Terms

1. Assessment: Assessment refers to the systematic process of documenting and using empirical data to measure knowledge, skills, attitudes, and beliefs. In the context of education, it often involves various methods such as tests, quizzes, observations, and assignments to evaluate students’ learning and performance.
2. Effect: Effect is the change that is a result or consequence of an action or other cause. In research, it often refers to the impact or outcome that one variable (such as an educational intervention) has on another variable (such as student achievement).
3. Peer-Led Team Learning (PLTL): Peer-Led Team Learning is an instructional model that involves students working in small groups, guided by a peer leader who has previously done well in the course. The peer leader facilitates discussions and problem-solving activities, helping the group to understand and apply course concepts.
4. Students: Students are individuals who are enrolled in an educational institution for the purpose of learning. In the context of this study, it refers specifically to those attending secondary schools in Jos North.
5. Academic Achievement: Academic achievement refers to the extent to which a student has achieved their short or long-term educational goals. It is commonly measured through grades, test scores, and other forms of academic performance indicators.
6. Chemistry: Chemistry is a branch of science that studies the properties, composition, and behavior of matter. It involves understanding elements, compounds, and chemical reactions, and is a core subject in secondary school science curricula.

7. Secondary School: Secondary school is an educational institution where students typically receive education after primary school and before higher education.

Project – An assessment of the effect of peer-led team learning in improving students’ academic achievement in Chemistry