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Main Article Content
The Effect of Peer Instruction on Secondary School Learners’ Attitudes towards Physics
Agnes Mbonyiryivuze
Lakhan Lal Yadav
Abstract
In purposively selected nine-year basic education schools (two rural and two urban), we compared the effect of one interactive engagement method known as peer instruction on students' attitudes towards physics. To achieve intended objectives, we used a quasi-experimental design. The intervention lasted six weeks and involved 136 students from selected schools. Data were collected using our designed, valid, and reliable attitudinal test. We used descriptive and inferential statistics to analyze the data, employing repeated measures analysis of variance (ANOVA). Our findings revealed that teaching with peer instruction positively influenced students’ attitudes toward the importance of physics learning and their understanding of different daily life circumstances. In addition, peer instruction was discovered to positively affect how students consider their experiences and apply them to the material being studied while understanding physics. A positive influence over students’ attitudes toward their beliefs that the utmost critical aspect of physics problem-solving is determining an appropriate formula to apply was observed. The effect of peer instruction on the attitudes of students from rural schools was observed to be greater than the effect on those from urban schools.
