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Influence of Peer Learning on Students’ Academic Performance (The Case of 2010 E.C for the Course Chemical Thermodynamics at Assosa University)
International Journal of Education, Culture and Society
Volume 5, Issue 6, December 2020, Pages: 115-119
Received: Sep. 28, 2020; Accepted: Oct. 27, 2020; Published: Nov. 11, 2020
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Author
Asmamaw Taye Guyaho, Department of Chemistry, College of Natural and Computational Science, Assosa University, Assosa, Ethiopia
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Abstract
Peer teaching is a suite of practices in which peers instruct each other in a purpose driven, meaning full interaction. Many universities are facing challenges due to the increasing number of young people attending higher education. Learning is enhanced when it is more like a team effort than a solo race. This study explores how peer learning influences the academic performance of students and it also resolves the negative attitude of teachers and students on the active teaching learning process. It increases student’s social interaction as well as subject matter knowledge. The study was conducted in Assosa university Chemistry department second year students on chemical thermodynamics course. The data was analyzed by using percentage and mean using tables. The tolls of data collection were mainly questionnaires, interview and observations. As peer learning is implemented frequently, the score of the student was increased. Students will learn from one another because in their discussion of the content, cognitive conflicts will arise, inadequate reasoning will be exposed, and higher-quality understanding will emerge. Finally, this finding recommends that in most chemistry courses, a team work is important to increase the academic performance of students and it could be applicable.
Keywords
Peer Learning, Academic Performance, Students, Chemistry, Interaction
To cite this article
Asmamaw Taye Guyaho, Influence of Peer Learning on Students’ Academic Performance (The Case of 2010 E.C for the Course Chemical Thermodynamics at Assosa University), International Journal of Education, Culture and Society. Vol. 5, No. 6, 2020, pp. 115-119. doi: 10.11648/j.ijecs.20200506.11
Copyright
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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