Evaluation of Discrepant Event using Peer Instruction of Junior High School Academic Performance and Learning Engagement in Physics

The study aimed to evaluate the academic performance and engagement in Physics of Grade 10 learners taught using Discrepant Event through Peer Instruction. For the test of effectiveness, the topics were delivered to the one class group using discrepant events through peer instruction. The study employed the quasi-experimental-one group, pretest-posttest research design. A validated researcher-made academic performance test with 0.7547 reliability was administered as a pretest to one group before the treatment. The data were treated with the mean, standard deviation, and paired t-test at 0.05 level of significance. Generally, the results reveal that the academic performance of the learners in Electricity and Magnetism topics had improved from Highly Not Favorable to Moderately Favorable level using Discrepant Event through Peer Instruction Approach. There was a statistically significant difference between the pretest scores and the posttest scores of Grade 10 Learners after using Discrepant Event through Peer Instruction approach. The Grade 10 Learners had a high level of engagement in electricity and magnetism topics. The evaluation of the Discrepant Event using Peer Instruction as a teaching approach favors the academic performance and engagement of the Grade 10 Learners in Physics.

Keywords: discrepant event, peer instruction, academic performance, learning engagement, favorability