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

Author

Listed:
  • Daniel Morrison
  • Prince Takyi Asiedu
  • Hawa Ibrahim
  • Williams Acquah
  • Fadila Uthman
  • Dennis Yeboah Asiamah
  • John Amoako Mensah
  • Desmond Prince Dododza
  • Rebecca Manor Losu
  • Emmanuel Osei

Abstract

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.

Suggested Citation

  • Daniel Morrison & Prince Takyi Asiedu & Hawa Ibrahim & Williams Acquah & Fadila Uthman & Dennis Yeboah Asiamah & John Amoako Mensah & Desmond Prince Dododza & Rebecca Manor Losu & Emmanuel Osei, 2026. "Effect of Peer Group Activity-based Learning on Students’ Academic Performance in Chemical Bonding," European Journal of Education and Pedagogy, European Open Science, vol. 7(1), pages 11-17, January.
    • Handle: RePEc:epw:ejedu0:v:7:y:2026:i:1:id:31037
    DOI: 10.24018/ejedu.2026.7.1.31037
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    References listed on IDEAS

    as
    1. Chia-Yu Liu & Hung-Ling Chen, 2020. "Effects of peer learning on learning performance, motivation, and attitude," International Journal of Education Economics and Development, Inderscience Enterprises Ltd, vol. 11(4), pages 420-443.
    2. Stella N. Nwosu & Rebecca U. Etiubon & Ijeoma B. Ofem, 2022. "Effect of the Activity-Based Learning on Basic Science and Technology Students’ Non-Cognitive Skills in South-South Nigeria," European Journal of Education and Pedagogy, European Open Science, vol. 3(5), pages 67-74, September.
    Full references (including those not matched with items on IDEAS)

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