EFFICACY OF TWO MODES OF PEER LEARNING STRATEGIES ON SECONDARY SCHOOL STUDENTS' ENGAGEMENT IN GRAPHICAL ECONOMICS CONTENT: IMPLICATION FOR CURRICULUM SPECIALIST AND EDUCATIONAL ADMINISTRATION AND PLANNING
DOI:
https://doi.org/10.18623/rvd.v23.6218Keywords:
Peer-to-Peer (P2P), Peer-Led Team Learning (PLTL), Students’ Engagement, Graphical Analysis, Economics, Gender, Secondary School StudentsAbstract
This study investigated the effect of two modes of peer learning strategies (Peer-to-Peer and Peer-Led Team Learning) on students’ engagement in graphical analysis-related contents of Economics. The study adopted a quasi-experimental design involving pre-test and post-test non-equivalent groups. The population comprised al the 2,130 senior secondary school II students offering Economics, while the sample size of 167 SS II students was drawn using multistage sampling procedure. Data were collected using a validated engagement response questionnaire and analysed using mean and standard deviation to answer research questions, while analysis of covariance (ANCOVA) was used to test hypotheses at 0.05 level of significance. The findings of the study revealed that students taught using the Peer-to-Peer strategy had higher mean engagement scores than those taught using Peer-Led Team Learning. The study also found that male students had higher engagement scores than female students in graphical analysis-related contents of Economics. However, there was no significant interaction effect of instructional strategy and gender on students’ engagement, indicating that both male and female students benefited similarly from the peer learning strategies. Based on the findings, it was concluded that peer learning strategies, particularly Peer-to-Peer, are effective in enhancing students’ engagement in Economics graphical analysis. The study recommended that Economics teachers should adopt student-centered and collaborative instructional strategies to improve engagement and learning outcomes among students.
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