firstname.lastname@example.org, Hacettepe University
email@example.com, Ataturk University
firstname.lastname@example.org, Yenimahalle Trade Vocational High School
The study investigates the effect of peer learning approach on students’ achievement in the heat-temperature unit in 9th grade and identifies some misconceptions of heat-temperature together with students’ opinions about the implementation. The mixed-method approach was used to obtain data from 109 students. Students in treatment groups were received activities in which the peer learning approach was used. The data collection tools were the ‘Heat and Temperature Achievement Test’, and the ‘Group and Self-Assessment Questionnaire’. The achievement test was given to the students both in the treatment and the control group as pre-post test twice, before and after teaching the unit, while the assessment questionnaire was administered only to the students in the treatment group at the end of the unit. The change in students’ achievement was analyzed using the two factor variance analysis (ANOVA), and students’ misconceptions were presented descriptively. The questionnaire results were given qualitatively by creating main themes and codes. According to the two factor variance analysis (ANOVA) results, a significant difference was observed in favour of the groups taught with peer learning approach in terms of student achievement. However, when misconceptions were examined, no significant changes were found before and after the implementation of peer learning approach. The students’ opinions had also positive about the implementation. In conclusion, peer learning approach was found to have positive effects in the study.
Heat and temperature, misconception, peer learning, student achievement