Improving Grade 12 Students’ Conceptual Understanding of Oscillations and Waves Via Peer-Led Team Learning Strategies
DOI:
https://doi.org/10.69569/jip.2025.410Keywords:
Peer-led team learning, Conceptual understanding, Collaborative, Student-centered, Peer leadersAbstract
Prior research by Mitchell et al. and Wilson & Varma-Nelson consistently highlights collaborative teaching, specifically Peer-Led Team Learning, as a highly effective pedagogical strategy in various STEM disciplines. Despite its proven benefits, senior high school learners, particularly Grade 12 learners in the Philippines, frequently struggle with abstract physics concepts, as evidenced by low scores on international assessments such as PISA. This study addresses the gap in understanding how PLTL can enhance the conceptual understanding of Grade 12 STEM students in General Physics 1 within the educational context, particularly in topics related to Oscillations and Waves. The novelty lies in providing evidence of PLTL's effectiveness for this student demographic, aiming to improve scientific literacy in alignment with curriculum goals. Employing a quasi-experimental pretest-posttest two-group design, this study involved 90 Grade 12 STEM students (N=45 per group) from Bacnotan National High School in La Union, Philippines, during the 2024-2025 academic year. Conceptual understanding was measured using a researcher-made "Conceptual Understanding Test in General Physics I" focusing on Oscillations and Waves, administered both a pretest and a posttest. The experimental group received PLTL intervention, while the control group received conventional instruction. Results showed a significant improvement in conceptual understanding for the experimental group. The PLTL group's mean score was 14.74, significantly higher than the control group's mean gain of 9.62. Posttest mean scores demonstrated this improvement: the control group averaged 15.59 (SD=3.95), while the experimental group achieved 22.04 (SD=1.71), elevating their proficiency to "Moving Towards Mastery". Paired-samples t-tests confirmed significant differences between pre- and post-test scores for both groups (experimental: t=31.09, p<.001; control: t=11.59, p<.001), indicating PLTL's impact on conceptual understanding relative to traditional methods. The study confirms PLTL as an effective strategy for enhancing conceptual understanding in General Physics 1, fostering a more engaging learning environment in the Philippine setting.
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