The Influence of Peers (Young Teachers) in Improving Science Subject Performance Among Form 1 and 2 Students at SMK Dusun Nanding

Abstract

This study aimed to enhance the academic performance of Form 1 and Form 2 students in science during the Final Academic Session Test (UASA) by creating a group of peer coaching known as young science teachers. Ten students from Form 1 and ten from Form 2 were selected to guide their peers, involving 220 Form 1 and 224 Form 2 students from a secondary school in Klang Valley, Malaysia. The programme's objective was to improve students' retention of science facts and concepts and their ability to answer exam questions efficiently using practical techniques. Initial surveys indicated that many students struggled with practice questions and science exams, as reflected in the Mid-Session Academic Exam (UPSA) pass rates of 49.84% for Form 1 and 33.45% for Form 2. The young science teachers’ programme was introduced to address this issue. The findings showed significant improvements, as evidenced by paired t-test results. Both Form 1 and Form 2 students showed significant differences between pre-test and post-tests, with a p-value (2-tailed) of 0.000, <0.05. The highest-ranking five classes in Form 1 showed significant improvement, while the lowest-ranking five classes did not exhibit any signs of improvement. In contrast, the bottom five classes in Form 2 demonstrated significant improvement, while the top five classes did not exhibit the same level of progress. This study highlights that science can be understood and memorised effectively through this peer teaching method. The involvement of young science teachers enhances students' understanding of scientific concepts, as peer learning fosters a comfortable and receptive learning environment. Thus, the Young Science Teacher programme effectively supports weaker students and improves overall science performance.