Improving Continuous Assessment Results of Low Achievers Through Peer Learning: The Case of Debre Markos University Burie Campus General Forestry First Year Students Taking Wild Life Management Course

摘要

This action research was conducted in Debre Markos university Burie campus on first year students from General Forestry department with the objective of improving continuous assessment results of low achievers through peer learning. Both primary and secondary data sources were used. The primary data was collected from teachers and students (through questionnaires), direct observations of the real situations related to the practices of peer learning in the classroom and FGD with GF Students. Secondary data was collected from related research works, documents at different lines and from registrar office (students’ achievement in the previous semester). Out of a total of 26 students participated in the research, 11 students (4 male &7 Female) were lower achievers (Below CGPA 2.25). Independent sample t- test at P 0.05 was utilized to check whether there is significant achievement difference between pre-test and post-test of low achiever students achievement. The data obtained through observation and FGD was analyzed using narrative description (qualitative methods of analysis). The number of students who scored below 4.5 in test results was reduced from 1 (9.1%) to 0 (0%) through peer learning intervention.