Peer-led team learning (PLTL), student achievement, and engagement in learning chemistry / Omar Gonzales Lamina.

Master's thesis.

College of Science. -- Master of Arts in Teaching - General Science : Technological University of the Philippines, 2020.

Includes bibliography.

The main purpose of this study was to determine the effects of Peer-Led Team Learning (PLTL) on the achievement and engagement of students in learning chemistry. The study 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 who facilitated the workshops for five weeks. This study used a one-group pretest-posttest pre-experimental research design. It utilized seven research instruments: PLTL Lesson Logs and Workshop Plans, PLTL Activities, Chemistry Achievement Test (CAT), CIP Engagement Questionnaire, Students’ Experience Survey on PLTL, Students’ Workshop Reflection Instrument, and the Classroom Observation Guide. The results revealed that there is a significant difference in the chemistry achievement and in the engagement mean scores of the students before and after their exposure to Peer-Led Team Learning (PLTL). Significant difference was found in all the CIP engagement factors which are; cooperation, interest and participation. It was concluded that the use of Peer-Led Team Learning as a teaching-learning strategy had provided positive effects on the achievement and engagement of students in learning chemistry. The workshop participants expressed that they felt comfortable learning under the peer leaders because they were approachable, friendly, and they were able to execute the lessons properly and clearly. The students also enjoyed sharing ideas and working with each other that fostered
cooperation among them.