Effect of Peer Group Activity-based Learning on Students’ Academic Performance in Chemical Bonding

This study was designed to examine the effect of peer group activity-based learning on students’ academic performance in chemical bonding. This study was conducted at Nkawkaw Senior High School and the study employed an action research design. The study involved a pre-test, post-test and observation checklist as instruments. The study used a purposive sampling technique to select an intact class of 45 students in 2 General Arts 8 class. The intervention activities were carried out within 4 weeks. After the analysis of the tests and the observation checklist, it was revealed that students performed better in the post-test after the implementation of the peer group activity-based learning. The majority of the students also had higher engagement levels about the implementation of the peer group activity-based learning in the science classroom. The study therefore recommended that Science teachers at Nkawkaw Senior High School should use peer group activity-based learning approach in science lessons to improve the academic performance of students. The school authorities at Nkawkaw Senior High School should provide enough teaching and learning materials to facilitate effective implementation of peer group activity-based learning strategy in science classroom to improve students’ engagement levels.