Sources-Peer Instruction: A Method to Improve Historical Understanding among Lower Achievement Students (1 - 10)
Keywords: Action research, lower achievement students, historical understanding, history subject, Sources-Peer Instruction method.
AbstractA lower historical understanding of abstract historical facts and concepts in historical events is a challenge for low-achieving students. In fact, memorizing facts from textbooks causes students do not to understand the meaning behind historical events that make the process of teaching and learning history unattractive and teacher-centered. Therefore, the purpose of this study is to identify whether the achievement of historical understanding can be enhanced through the Sources-Peer Instruction method introduced in history subjects for lower achievement students. This study was conducted in a rural category secondary school in state of Perlis which involving a total of 31 Form Four lower achievement grade students that are selected using purposeful sampling techniques. Kemmis and McTaggart models, (1988) are used in the design of action studies in this study which involve quantitative and qualitative data collection through pre-test, post-test and extended post-test achievement of historical understanding test, interviews and observations. The findings of the study showed that there was higher improvement in the historical understanding of post-test and extended post- tests for lower achievement students via using the Sources-Peer Instruction method. Feedback from interviews and observations also support the findings of this study. It is hoped that the Sources-Peer Instruction method should be extended to all other levels of form, including to primary schools with different topics that enable the process of teaching and learning of history to be more fun and effective.