Peer-Assisted Learning Strategies Research Articles

Assistance in Learning Activities Using Games and Songs Media to Increase Learning Motivation and English Vocabulary of Class 3 Students of SDN 3 Bebalang in 2023

English has become a globally dominant language that is widely used in various sectors of life. Its significance in international communication and its widespread use in various fields can emphasize the importance of acquiring English language skills for personal and professional growth. This study aims to investigate efforts to improve motivation in learning English through songs and games on the topics of days of the week and parts of the body. This research adopts the Peer Assisted Learning Strategies (PALS) methodology, which involves (1) identifying the teacher's problems, (2) conducting a needs analysis to address the identified issues, (3) designing coaching and mentoring programs, (4) implementation, (5) monitoring and observing the activities, and (6) reporting and follow-up. The subjects of this study are 15 third-grade students from SDN 3 Bebalang. The focus of this research is on motivation and English vocabulary. The results of this study indicate an improvement in English vocabulary and student motivation, students are more actively engaged in the learning process and show enthusiasm for learning English. With the positive impact shown by this research, it can be concluded that the implementation of the mentoring method using English games and songs has succeeded in achieving the stated goals, namely increasing students' learning motivation and mastery of their English vocabulary.

Learners’ Active Engagement During Lessons on the Turning Effect of a Force (TEOF): The Impact of the Peer-Assisted Learning (PAL) Strategy.

Physics learners encounter challenges in understanding the Turning Effect of a Force (TEOF) despite its real-world applications. Furthermore, learners in ordinary-level physics are not fully engaged in lessons due to the perpetual use of traditional teaching strategies. The purpose of this study was to examine the effectiveness of the Peer-Assisted Learning (PAL) strategy on learners’ active engagement during lessons on TEOF in which a qualitative approach was used with Solomon four group and Quasi-experimental designs. Through simple and purposive sampling there were 131 learners from four secondary schools in Kabwe district were chosen. Focus group discussion guide, questionnaires and lesson observation schedules were used to collect the data and analyzed thematically. The results showed that the experimental groups had a significantly higher level of active engagement in the lessons compared to the control groups. Specifically, experimental groups had higher levels of participation in class discussions, asked more questions, demonstrated more active listening skills and increased learners’ attention during lessons because they were motivated to see other learners who knew more about TEOF. In addition, the experimental groups demonstrated improved social and academic outcomes, such as better communication skills and higher academic achievement, compared to the control groups. Therefore, this study recommends physics educators consider incorporating the PAL strategy into their teaching practices. Using the PAL strategy would foster teamwork and collaboration among learners, subsequently providing opportunities for learners to enhance their communication skills, coordination abilities, shared responsibility, interdependence and the learning processes among learners.

Enhancing ESL learner's literacy by peer-assisted learning strategy of online English news.

As a result of globalization, countries are collaborating more and sharing more information. People's perspectives now encompass both domestic and international news. In English as a Second Language (ESL) classes, the appropriate use of rich and vibrant online English news resources gives second language learners (L2 learners) direct access to first-hand, authentic English knowledge through independent reading and digestion, as well as peer-assisted classroom activities. Through weekly peer-assisted sharing of online English news, the goal of this study is to improve L2 learners' literacy, global competence, and appreciation of cultural diversity. This study examines the participants' perceptions and feedback using both quantitative and qualitative methods to confirm the efficacy of this pedagogy. After the semester-long experiment, significant differences were found in the English proficiency test. Particularly, the experimental class's reading and writing scores were significantly higher (p < 0.05) than the control class's, indicating that this pedagogy can effectively improve the literacy of ESL learners. The semi-structured interview revealed that participants were pleased with this instruction and perceived improvements in their language skills. ESL students' core English literacy has significantly improved by expanding their comprehension of news articles and cultivating a sense of social responsibility.

Metode Peer-Assisted Learning Srategies (PALS) untuk Meningkatkan Hasil Belajar Matematika Siswa SMK

Peer-Assisted Learning Strategies (PALS) is a teaching method that has been relatively underexplored in current research. PALS aims to enhance the academic performance of 10th-grade students at TJKT 2 Vocational School, Muhammadiyah 5 Jember, and to determine the impact of utilizing Peer-Assisted Learning Strategies (PALS) on the mathematical learning outcomes of these students. This method is a form of cooperative learning with peer assistance serving as tutors. This study employs an action research approach to improve the teaching process. The research process involves several steps, including initial idea generation, pre-survey, diagnosis, planning, action implementation, observation, and reflection. Students are organized into several groups to carry out the Peer-Assisted Learning Strategies (PALS) learning method. The subjects of this research are 24 students in the 10th-grade Computer Networking and Telecommunications program at SMK Muhammadiyah 5 Jember during the second semester of the 2022/2023 academic year. Data collection is conducted through mathematics test results. The research findings indicate that, prior to the intervention, only 38% of the students passed the assessment, while 62% did not. After implementing the Peer-Assisted Learning Strategies (PALS) method, the mathematical learning outcomes significantly improved, with 75% of the students passing and 25% remaining below the passing threshold. Based on these results, it can be concluded that the implementation of Peer-Assisted Learning Strategies (PALS) can enhance mathematics learning.

The Effect of Peer Assisted Learning Strategies (PALS) Toward Students’ Reading Comprehension

The study's purpose was to clarify how the peer-assisted learning method (PALS) affected students' reading comprehension in order to increase their engagement in text discussion and increase their motivation to read. The result showe that s Students' knowledge of daily life and the environment was increased. The 253 students in the entire 10th grade courses at SMAN 14 Kota Tangerang made up the study's sample population. Then, using random sampling, 72 students were chosen as the research's sample. Peer Assisted Learning Strategy (PALS) as a variable X and short answer test students' reading comprehension as a variable Y were used to collect the data. Pre- and post-test data were collected. While the control class scored 28.64 with a minimum of 7 and a maximum of 47, the experimental class's PALS score was 38.44, with a minimum of 10 and a maximum of 57. The results of the Mann-Whitney U Test's calculation of the null hypothesis can be seen; the value in the control class was lower than the t-table with a value of 0.0650.05, while the value in the experiment class was higher with a value of 0.109&gt;0.05. Given that Ha was approved and Ho was refused, it can be said that the Peer Assisted Learning Strategy (PALS) has a considerable impact on students' reading comprehension in the 10th grade of SMAN 14 Kota Tangerang.

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

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.

Teacher–researcher partnership in the translation and implementing of PALS (Peer‐Assisted Learning Strategies): An international perspective

Peer‐Assisted Learning Strategies (PALS) is a class‐wide structured supplementary paired reading programme to support learners with their reading (Fuchs et al., 1997). What remains at the core of implementing PALS in any given location is the co‐creation with teachers to ensure PALS fits with that educational context. This paper discusses the involvement of teachers as co‐creators in the process of adapting PALS in England, United Arab Emirates (UAE), Taiwan and Iceland. The aim is to demonstrate the importance of careful adaptation when implementing a programme adopted from another country. Each adaption used a different methodological approach to co‐creation. For example, in England, field notes, informal conversations and interviews were utilised for co‐creation. In Iceland, preschool and elementary teachers were instrumental in translating and adapting the PALS materials to the Icelandic context. From each adaption, the teachers supported the development of a literacy programme that was suitable for classroom use. In England, teachers' involvement resulted in the removal of the motivational point system. For the UAE context, PALS began in English to support second language learning, but the instructional routines were a good ‘fit’ for the school culture and were developed in Arabic. For the Taiwan context, PALS provided an empirical basis for a model of differentiated instruction to enhance the reading literacy of Chinese‐speaking elementary students. In Iceland, teachers trained other teachers in PALS as a research‐based and efficient approach to meeting diverse learning needs of students, especially those with Icelandic as an additional language. Careful adaptation, piloting and the involvement of key stakeholders is important for the successful implementation of a reading programme.

The Role of Peer-Assisted Learning Strategies (PALS) in Enhancing Students’ Reading Skills For Second Language Acquisition

Reading becomes greatly important issue since it is considered as the most frequent input to develop second language acquisition. In reality, learning strategies used in the classroom activity often left a gap between the high proficiency students and the lower one. Hence, peer-assisted learning strategy (PALS) comes to provide a way out towards the gap. The role of peer-assisted learning strategy is assumed to be one of effective learning strategies since it gives them a more chance to interact and cooperate closely while diminish the gap itself in reading skills. Therefore, this research aimed to know the role of PALS in order to help the students enhancing reading skills focusing on the fluency, pronunciation, and word recognition in comprehending the texts while eliciting social interaction between them. This belongs to a case study research. The data were collected through interviews with various grades of students in senior high school. In the end, the research provided the descriptions about the students’ opinion towards the role of PALS in enhancing their reading skills.&#x0D;

The Effect of Peer Assisted Learning Strategy toward Students’ Writing at English Education Program of Muhammadiyah University of Bengkulu

This study aims to determine the differences effect before and after use Peer Assisted Learning (PAL) Strategy in teaching writing (in the form of pre-test and post-test scores) on 20 students at English students in Muhammadiyah University of Bengkulu, by providing treatment using the Peer Assisted Learning (PAL) Strategy. This type of research is Quasi Experiment. The population is students of Muhammdiyah University of Bengkulu in the academic year 2020/2021 with 62 students each class is 26 students A class and 36 students in B class. From this population, 20 students were taken as samples in A class 10 students as a control class and 10 students as experimental class. Research data were collected through writing tests and documentation. The results showed a significant change in the experimental class with an average value of 76.67 while in the control class an average value of 69,89 The post-test results show that the Peer Assisted Learning (PAL) Strategy can improve students' writing skills. Thus, the Peer Assisted Learning (PAL) Strategy can be one of effective strategy to increase students writing skills.&#x0D; Keywords: Peer Assisted Learning, (PAL) Strategy, Writing Narrative Texts

IMPLEMENTING GOOGLE CLASSROOM-BASED COGNITIVE STRATEGY OF ENGLISH FOR SPECIFIC PURPOSES

Pedagogical language has shifted dramatically and significantly in these recent pandemic eras. Lecturers could be implemented and adjusted the face-to-face teaching style in the electronic environment. The study's purposes are to explore and investigate the availability of cognitive strategy teaching English in google classroom circumstances. The mixed-method design concentrate on the exploratory sequential approach. As a quantitative approach and respondent as a qualitative approach, thirty-seven participants were involved in this study. The study found the adaptability and acceptance of google classroom-feature of collaborative strategic reading, peer-assisted learning strategies, transactional strategies instruction, and concept-oriented reading instruction. The electronic environment of Google Classroom is in one suitable system to establish language pedagogically. English Lecturers would have the opportunity to apply and adjust the cognitive strategy for teaching procedure Pedagogical language has shifted dramatically and significantly in these recent pandemic eras. Lecturers could be implemented and adjusted the face-to-face teaching style in the electronic environment. The study's purposes are to explore and investigate the availability of cognitive strategy teaching English in google classroom circumstances. The mixed-method design concentrate on the exploratory sequential approach. As a quantitative approach and respondent as a qualitative approach, thirty-seven participants were involved in this study. The study found the adaptability and acceptance of google classroom-feature of collaborative strategic reading, peer-assisted learning strategies, transactional strategies instruction, and concept-oriented reading instruction. The electronic environment of Google Classroom is in one suitable system to establish language pedagogically. English Lecturers would have the opportunity to apply and adjust the cognitive strategy for teaching procedure

Impact of Peer Assisted Learning Strategy (PALS) for Learning Enhancement of Students at Secondary Level

Peer Assisted Learning Strategies (PALS) is a Peer tutoring technique in which it supplements the core curriculum through intervention. This is an evidence based approach and fits with many instructional methods and help the teachers to address all kind of students in the classroom. Moreover, PALS would be beneficial to teachers for teaching science and can target students who need more support.This study attempted to study the effect of PALS on learning Science subject. The result of this experimental study showed improvement in reading and overall learning the concept of science subject.

THE IMPLEMENTATION OF PEER ASSISTED LEARNING STRATEGY (PALS) IN TEACHING READING COMPREHENSION (A Mixed Method Study at Tenth Grade in One of Senior High Schools in Ciamis)

ABSTRACTThis article is aimed at finding out the effectiveness on implementing Peer Assisted Learning Strategy (PALS) in teaching reading comprehension and investigating the students’ perceptions on implementing this method. This study used mixed method study which employed quantitative and qualitative research design. Quantitative data were analyzed by using pre-test and post-test, the qualitative data was analyzed by using close ended questionnaire. The population of this study were the students of tenth grade in one of senior high school in Ciamis and the researcher selected a particular class, which was sciences for a total 38 students as the sample. Based on statistical result, after implementing PALS in teaching reading comprehension of recount text, the significant improvement of reading comprehension showed from result of pre-test and post-test. In the pre-test the average score of students was 71.84, and in the post test the average score of students was 87.37. Thus, the use of Peer Assisted Learning Strategy (PALS) is effective in teaching reading comprehension of recount text. In addition, from the analysis of close ended questionnaire, the students was gave a positive responses towards PALS in teaching reading comprehension of recount text. In conclusion, the student‘s reading comprehension was effective and the students were able to comprehend the text through PALS. Based on these finding, it is recommended for English teachers to implementing PALS to improve students’ reading comprehension. Keywords: peer assisted learning strategy, reading comprehension, recount text

Original Research Article_Effectiveness of Peer Assisted Learning Strategies in solving Mathematical Word Problems

Original Research Article_Effectiveness of Peer Assisted Learning Strategies in solving Mathematical Word Problems

The Effect of Peer-Assisted Mathematics Learning Opportunities in First Grade Classrooms: What Works for Whom?

To investigate whether child × instruction effects contribute to mathematics gains in first grade, we conducted a cluster randomized controlled trial with 454 (205 treatment; 249 control) students in 28 classrooms. Classrooms were randomly assigned to implement Math Peer Assisted Learning Strategies (Math PALS) to supplement Saxon Math or Saxon Math alone. Teachers received professional development on either Math PALS (treatment) or individualized reading instruction (control). Intent-to-treat and treatment-on-the-treated results revealed no significant difference between the Math PALS and control groups in student mathematics gains. However, Math PALS effectiveness varied with initial math skills. Based on modeled results of the continuous fall math score, students who scored at the 75th percentile of the sample demonstrated significantly stronger mathematics outcomes compared with the treated control group; there was no significant treatment effect for students at the 50th percentile. For students with lower initial math skills (modeled at the 25th percentile of the sample), the effect of the treatment was negative. Students with lower initial mathematics skills made greater gains in the control group (Saxon Math alone) versus the Math PALS group.

Differential Effects of Self-graphing on Self-monitoring of Early Literacy Outcomes in Kindergarten Students

The purpose of this study was to examine how an early literacy intervention, Kindergarten Peer-Assisted Learning Strategies (K-PALS; Mathes et al. Kindergarten peer-assisted literacy strategies (K-PALS): Sopris West, 2001), can be intensified to extend the positive outcomes to students who do not initially demonstrate an adequate response to intervention. K-PALS was intensified by incorporating a self-monitoring package that included self-graphing. An alternating treatment design was used to compare the effectiveness of K-PALS with self-graphing alone and K-PALS with a self-monitoring package to baseline/K-PALS for the purpose of increasing student performance on the early literacy measure of phonemic awareness. The results of the study indicate that while the self-monitoring package was the more effective intervention for two of the three student participants, the self-graphing alone intervention also resulted in positive outcomes for both of these participants. There was no change in the phonemic awareness performance for the third participant throughout the alternating treatment phase. Implications for intensifying academic interventions within the context of a Response to Intervention framework are discussed.

A Quasiexperimental Evaluation of Two Versions of First-Grade PALS: One With and One Without Repeated Reading

We attempted to strengthen an evidence-based, peer-mediated, first-grade reading program (First Grade Peer-Assisted Learning Strategies [PALS]) by modestly revising its content and adding a repeated-reading (RR) component. In a cluster-randomized trial, we conducted a component analysis of the revised program by creating two versions of it. “PALS+Fluency” represented the modified program with an RR component, whereas “PALS-Only” represented the same program without RR. We tested the efficacy of the two PALS versions together against controls and against each other to determine if peer-mediated RR had “value added.” With moderator analyses, we further explored whether the PALS programs benefited weaker and stronger readers alike. Thirty-three first-grade classroom teachers (and 491 students) from eight urban schools were randomly assigned to the three study groups within their schools. The PALS-Only and PALS+Fluency programs ran for 22 weeks. Multilevel modeling showed that the combined effects of the two PALS programs on phonological awareness (PA), word reading, and reading fluency were superior to those of controls. Students’ pretreatment PA moderated combined program effects on PA and word reading, indicating stronger effects for students with weaker PA. PALS-Only students improved PA skills (over PALS+Fluency students) with stronger effects for those with weaker pretreatment PA.

Learning Mole Concept with PALS: An Intervention for Working Students in a Night School

A quasi-experimental study was done in order to investigate the effectiveness of Peer-Assisted Learning Strategy (PALS) as an intervention in learning Mole Concept for the ninth grade-working students in a night school in Cebu City, Philippines. Study findings revealed that students exposed to conventional lecture method (CLM) (N=15) had Below Average performance in the pre/posttests, and those exposed to PALS (N=15) had Below Average performance in the pretest and Average performance in the posttest. Both groups had significant mean improvement before and after exposure to CLM (t=5.07, p=.000) and PALS (t=10.37, p=.000), indicating that both lectures and peer tutoring are essential in teaching-learning process. The study also found out that those exposed to PALS (t=4.24, p=.000) had significantly greater improvement than those exposed to CLM. Moreover, sex, age, civil status and number of people in the house were not associated with their performance in Chemistry, implying that these profiles do not affect the tutor-tutee relationship. The study concluded that PALS manifested a more enhanced performance among the working students in Chemistry.

University Peer-Assisted Learning Strategies in the Humanities

While peer-assisted (PAL) learning strategies have been successful in K-12 programs, such practices are used less commonly at the college level. In addition, PAL programs are aimed largely at student populations who are struggling (for example, learning disabled students) or in topics where many students encounter difficulty (for example, math and natural sciences). This means that while PAL strategies have shown their effectiveness, the view from the academy is that this help is largely remedial.This paper surveys the literature and analyzes the use of PAL programs in freshman-level general education classes at a large, diverse public university with particular focus on the humanities. We conclude that using peer-assisted learning is a vibrant addition to university education, with promising possibilities for humanities education.

USING PEER ASSISTED LEARNING STRATEGY ON READING COMPREHENSION OF ANALYTICAL EXPOSITION

The objective of this study was to find out whether or not there was any significant difference on reading comprehension of analytical exposition that were taught by using Peer Assisted Learning strategy (PALS) and those who were not, and to find out whether or not it was effective to use PALS on reading comprehension. This study used quasi experimental method. 78 students was taken as sample, consists of 39 students XI IPS 3 as experimental group and XI IPS 4 as control group. Test was used in collecting data as pretest and posttest. To verify the hypothesis, the result of independent sample t-test found that t-obtained (11.077) was higher than t-table (1.9917) with df(=76), and the significance 2-tailed was 0.000. It means that there was any significant difference on reading comprehension that were taught by using PALS and those who were not, and also it was effective to use PALS.

Utilizing Peers to Support Academic Learning for Children With Autism Spectrum Disorder.

The inclusion of students with autism spectrum disorder in academic settings is becoming more common. However, most practices focus on increasing social skills even though students also struggle in academic areas. There is a need for strategies that address both social and academic skill deficits, are evidence based, and are easy to implement in the classroom. Peer-mediated interventions have evidence supporting their use in promoting social and academic behavior change and are socially valid and cost-effective. The purpose of this paper is to present examples of how to implement 2 common peer-tutoring strategies: Classwide Peer Tutoring and Peer-Assisted Learning Strategies. Examples for implementing both strategies are provided using a hypothetical student in a general education setting, followed by a brief summary of evidence supporting the peer-mediated academic instruction.