Learning Mole Concept with PALS: An Intervention for Working Students in a Night School

Authors

  • Jeniffer C. Taborada Night Department, Ramon Duterte Memorial National High School, V. Rama Avenue, Cebu City
  • Joje Mar P. Sanchez College of Teacher Education, Cebu Normal University, Osmeña Boulevard, Cebu City

DOI:

https://doi.org/10.26534/kimika.v31i1.11-19

Abstract

A quasi-experimental study was done in order to investigate the effectiveness of Peer-Assisted Learning Strategy (PALS) as an intervention in learning Mole Concept for the ninth grade-working students in a night school in Cebu City, Philippines. Study findings revealed that students exposed to conventional lecture method (CLM) (N=15) had Below Average performance in the pre/posttests, and those exposed to PALS (N=15) had Below Average performance in the pretest and Average performance in the posttest. Both groups had significant mean improvement before and after exposure to CLM (t=5.07, p=.000) and PALS (t=10.37, p=.000), indicating that both lectures and peer tutoring are essential in teaching-learning process. The study also found out that those exposed to PALS (t=4.24, p=.000) had significantly greater improvement than those exposed to CLM. Moreover, sex, age, civil status and number of people in the house were not associated with their performance in Chemistry, implying that these profiles do not affect the tutor-tutee relationship. The study concluded that PALS manifested a more enhanced performance among the working students in Chemistry.

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Published

2020-05-14

How to Cite

Taborada, J. C., & Sanchez, J. M. P. (2020). Learning Mole Concept with PALS: An Intervention for Working Students in a Night School. KIMIKA, 31(1), 11–19. https://doi.org/10.26534/kimika.v31i1.11-19

Issue

Vol. 31 No. 1 (2020)

Section

Research Articles

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