Inter-School Synchronous Peer Collaboration in Enhancing the Science Process Skills of Controlling Variables and Formulating Hypothesis Among Low Achieving Year Five Pupils
Abstract Science teachers must always try to create innovative learning environments to enhance learning through a variety of teaching-learning approaches. The study focus discussed in this article was to enhance the researcher’s low achieving year five pupil’s science process skills of controllin...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Pejabat Karang Mengarang UPSI
2021-06-01
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| Series: | Journal of ICT in Education |
| Subjects: | |
| Online Access: | https://ejournal.upsi.edu.my/index.php/JICTIE/article/view/5172 |
| Summary: | Abstract
Science teachers must always try to create innovative learning environments to enhance learning through a variety of teaching-learning approaches. The study focus discussed in this article was to enhance the researcher’s low achieving year five pupil’s science process skills of controlling variables and formulating hypothesis skills through synchronous inter-school peer collaboration. The researcher prepared the Variable Identification and Formulating Hypothesis Tool (VIFH-tool) which consisted of a hands-on activity to assess the pupils for the two skills. A two-cycle action research was conducted. In the first cycle the researcher taught the two process skills and the pupils carried out the activity in the VIFH-tool. In the second cycle, a peer collaborative session was arranged with a high achieving group of students from another school. The inter-school collaborative session was conducted via a video call using Google Hangouts. In the session, the low achieving pupils presented their results for the VIFH-tool, after which there was discussion and questions and answers between pupils of the two schools about the two science process skills. Then the low achieving pupils individually repeated the activity in the VIFH-tool. The data were analyzed using simple descriptive statistics. The study revealed that most of the low achieving pupils did better at the end of the second cycle. |
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| ISSN: | 2289-7844 0127-9750 |