The Impact of Peer Collaboration on Grade IX Students’ Science Achievement
DOI:
https://doi.org/10.71176/ter-j.1.1.21Keywords:
peer collaboration, science achievement, Grade IX, quasi-experimental study, collaborative learning, student perceptionsAbstract
This study examined how peer collaboration affects Grade IX students' science achievement and their views on collaborative learning. Using a quasi-experimental design with 27 students each in an experimental group (EG) and a control group (CG), researchers conducted pre- and post-tests along with surveys and interviews. While pre-test scores showed no significant difference between groups, post-test results revealed that the EG significantly outperformed the CG, suggesting peer collaboration boosts science learning. Students reported positive experiences, especially with pair work, citing easier communication and knowledge sharing. The study supports Vygotsky’s social constructivist theory and highlights the importance of teacher guidance. It recommends integrating peer collaboration into science education and suggests further research on its long-term impact and broader application.
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