Korean Educational Development Institute(KEDI)

This study identified peer learning strategies practiced by students of a laboratory school, which has adopted a modified personalized instructional delivery. It ascertained the profile of the respondents, their peer learning strategies, the extent of use of these strategies, and the possible relationships between these strategies and the students’ performance in Mathematics, Science, and English. The descriptive-analytical study utilized a researcher-made questionnaire that was administered to 178 respondents using census sampling. Using reliability analysis, the items were found to be internally consistent at a high moderate level (.7479). Strategies that were used “often” identify learners as knowledge collaborators. The study emphasizes the need to recognize the role of peers in learning and presents implications to and recommendations for a more effective delivery of instruction in a laboratory school.