Abstract

Peer-Assisted Learning Strategies (PALS) is a kind of cooperative learning where students work in small groups to accomplish shared goals. Students with high ability will work together with students with low ability in solving mathematical problems, thus maximizing their own and each other’s learning. The objective of this research is to study the effect of PALS in selected mathematics groups of students. A total of 162 respondents were selected from the Pre-Commerce Programme. Cluster sampling was used to randomly select six out of ten groups. Three groups were identified as Experimental Group (EG) and the remaining three as Control Group (CG). Research hypothesis were tested using independent sample t-test to compare the mean score between two groups. Coefficient of variation was used to identify the consistency of mean score in EG applying PALS compared to the mean score in CG that used the classical technique. The results showed that there was a significant difference in the mean score of the two tests and final examination between the EG and CG. Besides that, the mean score of students in EG has a more consistent distribution compared to students in CG for quizzes, tests, and final. Overall, the study revealed the effectiveness of PALS on preparatory students in mathematics course.

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