M.Ed. Student,
In order to effectively facilitate the acquisition of knowledge among students in this academic environment that emphasizes blended and self-paced learning, it is imperative to employ a targeted, evidence-based instructional method. This study was conducted to investigate the impact of the peer pairing strategy, which is an evidence-based educational approach, on science class performance. The study aimed to determine the academic achievement in Science of students both before and after implementing the peer pairing strategy. Additionally, it aimed to analyze the notable disparity in science performance before and after implementing the peer pairing strategy, as well as the magnitude of the impact of the peer pairing strategy on students. This study demonstrates that prior to implementing the peer pairing strategy, students exhibited satisfactory science performance. However, following the implementation of the strategy, students' science performance significantly improved, resulting in outstanding outcomes. The observed difference in science performance before and after the application of the peer pairing strategy was found to be statistically significant. Furthermore, the effect size of the peer pairing strategy on student performance was determined to be small. Hence, this research study proposes the utilization of the peer pairing approach as a means to enhance pupils scholastic achievement.
Confidence, Science performance, Self-efficacy
