Effect of Peer Assessment Technique on Secondary School Students' Achievement, Interest and Study Habit in Chemistry

Abstract

This study investigated the effect of peer assessment technique on secondary school students' achievement, interest, and study habits in chemistry in Anambra State, Nigeria. Using a quasi-experimental research design, 240 senior secondary school two (SS2) chemistry students from eight randomly selected schools were assigned to experimental and control groups. The experimental group utilized peer assessment techniques while the control group used conventional assessment methods. Three instruments were developed: Chemistry Achievement Test (CAT), Chemistry Interest Scale (CIS), and Chemistry Study Habit Inventory (CSHI). Data analysis employed mean, standard deviation, and Analysis of Covariance (ANCOVA). Results revealed that students exposed to peer assessment techniques significantly outperformed those taught using conventional technique in achievement (F=27.42, p<0.05), demonstrated increased interest in chemistry (F=19.86, p<0.05), and developed better study habits (F=23.15, p<0.05). The study recommends the integration of peer assessment techniques into chemistry teaching to enhance student performance and engagement in Anambra State secondary schools.