Investigating the Effectiveness of Peer Assisted Learning Strategy in Solving Mathematical Word Problems: An Action Research with Grade Six Students

Abstract

The purpose of this study was to investigate the effectiveness of peer assisted learning strategy in solving mathematical word problems of grade six in a general classroom. A pre-test and post-test experimental research design was employed involving 8 students in the control group and 8 students in the experimental group respectively. Subject achievement test was administered for both the groups to determine the differences in their learning achievements before the intervention. Peer Assisted Learning strategy (PALS) was used as an instructional strategy. Mathematical word problems solving was taught using PALS in the treatment group while the control group was taught using a conventional method. A t-test for the pre-test revealed that there was no significant mean difference between the two groups, indicating a homogenous learning ability at the beginning (p=0.802). However, the post-test analysis revealed a statistical significant difference between the mean scores of experimental group (M=19.2) than the control group (M=10.9) at p=.00, indicating the improvement of students’ mathematical word problem solving skills due to the treatment of PALS. Thus, it is commendable that PALS can be used to help develop academic and social skills.