The Comparison of Grade 12 STEM on Chemistry and Physics in PHCM: A Quantitative Approach

Abstract

Over time, the STEM strand has been the cornerstone of students who want to take course with arithmetic and science in them, but some students engage in peer-to-peer learning in order for them to understand topics that they can’t comprehend. To find an answer if this type od learning is effective, the researchers conducted a study on the influence and impact of peer-to-peer interactions on students’ engagement, motivation to learn, and performance. Furthermore, this quantitative research analysed the influence of peer-to-peer learning on the academic achievement of Grade 12 STEM students who took General Chemistry 2 and General Physics 2 courses. The analysis, on the other hand, showed that there is a statistically significant difference between pre and post-test scores for both subjects. The results indicate that peer-to-peer learning is influential for gaining academic achievement in STEM subjects. With this approach, students can learn from one another and share knowledge, as well as develop and use their problem-solving skills. The findings can be useful for educators and policymakers who want to improve student achievement in STEM disciplines. Educators can rethink more actively integrating peer-to-peer learning in STEM courses to not only make the lessons more interesting but also improve the overall academic performance in STEM fields. This can result in greater achievement, better motivation among students, and improved workforce readiness in STEM disciplines. In essence, the study sheds light on the role of peers.