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VOL. 11, ISSUE 1 (2024)
Efficacy of the PAL teaching strategy on learners’ performance in TEOF: A case of selected secondary schools of Kabwe district, Zambia
Authors
Fungamwango Hashel Mwansa, Kaulu Goodwell, Simeon Mbewe
Abstract
This study investigated the efficacy of the PAL (Peer-Assisted
Learning) strategy on learners' academic performance on the Turning Effect of a
Force (TEOF). The study used a quantitative approach and employed the Solomon
Four Group Design and the quasi-experimental "Nonequivalent Control Group
Design to address the issue involved. Simple random sampling was used to select
131 participants from four secondary schools. 65 participants formed two
experimental groups while 66 participants formed two control groups. Data was
collected using achievement tests and analysed using one way ANOVA. The results
showed that the PAL teaching strategy enhanced learner performance in TEOF by
about 30 scores (M = 30, F (3, 106) = 115.068, p < 0.05). In view of this, two
recommendations were made, the first one being that in Kabwe district of Zambia,
the PAL strategy should be seamlessly integrated into various learning activities
across subjects and grade levels in secondary schools. The other one is that to
optimize the effectiveness of the PAL strategy, structured training programs
should be provided in Schools (during SPRINT) for both peer tutors and
learners, encompassing effective tutoring techniques, communication skills, and
collaborative learning strategies to enhance the skills and confidence of peer
tutors, ultimately improving learner performance.
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Pages:62-66
How to cite this article:
Fungamwango Hashel Mwansa, Kaulu Goodwell, Simeon Mbewe "Efficacy of the PAL teaching strategy on learners’ performance in TEOF: A case of selected secondary schools of Kabwe district, Zambia". International Journal of Multidisciplinary Research and Development, Vol 11, Issue 1, 2024, Pages 62-66
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