ABSTRACT The purpose of this study was to examine the effect of ‘peer group activity-based Learning’ on academic achievement of secondary schools students in the subject of physics. In this study, an achievement test (pre-test/
post-test) covering seven chapters was used as measuring instrument. Depending upon pre-test scores, 88 science students of 10th class were divided into two equal groups (n=44) named as experimental group and control group. The experimental group was taught with peer group activity-based method and the control group was taught by traditional lecture method. Both the groups were taught for a period of four weeks (40 minutes period per day). The post-test was administered at the end of treatment. The pre-test and post-test scores of the experimental and control groups served as data for this study. The analysis of data revealed that on the whole, experimental group showed better performance than controlled group. Furthermore the experimental group performed significantly better than control group in the domain of knowledge, comprehension and application, but no significant difference was found in both comparison groups in skill development. Hence the ultimate results of the study indicated that peer group’s activity-based learning was more effective for teaching of physics as compared to traditional lecture method of teaching at secondary level.

Download full-text


Available from: Shafqat Hussain, Sep 25, 2015
2,274 Reads
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: In this study I investigated how collaborative interactions influence problem-solving outcomes. Conversations of twelve 6th-grade triads were analyzed utilizing quantitative and qualitative methods. Neither prior achievement of group members nor the generation of correct ideas for solution could account for between-triad differences in problem-solving outcomes. Instead, both characteristics of proposals and partner responsiveness were important correlates of the uptake and documentation of correct ideas by the group. Less successful groups ignored or rejected correct proposals, whereas more successful groups discussed or accepted them. Conversations in less successful groups were relatively incoherent as measured by the extent that proposals for solutions in these groups were connected with preceding discussions. Performance differences observed in triads extended to subsequent problem-solving sessions during which all students solved the same kinds of problems independently. These findings suggest that the quality of interaction had implications for teaming. Case study descriptions illustrate the interweaving of social and cognitive factors involved in establishing a joint problem-solving space. A dual-space model of what collaboration requires of participants is described to clarify how the content of the problem and the relational context are interdependent aspects of the collaborative situation. How participants manage these interacting spaces is critical to the outcome of their work and helps account for variability in collaborative outcomes. Directions for future research that may help teachers, students, and designers of educational environments learn to see and foster productive interactional practices are proposed. The properties of groups of minds in interaction with each other, or the properties of the interaction between individual minds and artifacts in the world, are frequently at the heart of intelligent human performance (Hutchins, 1993, p. 62).
    Journal of the Learning Sciences 07/2003; 12(3):307-359. DOI:10.1207/S15327809JLS1203_1 · 2.00 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Incl. bibl.
    Phi Delta Kappan 09/2010; 80(2). DOI:10.1177/003172171009200119 · 0.17 Impact Factor
  • Science Education 07/1985; 69(4):577 - 591. DOI:10.1002/sce.3730690413 · 2.92 Impact Factor
Show more