Improving Students Understanding of Thermochemistry Concepts through Guided Peer Discussions among Selected First Year Students at Batangas State University Alangilan Campus

Abstract

This study assessed the usefulness of Guided Peer Discussions in improving the knowledge of thermochemistry concepts among selected first-year students at Batangas State University – Alangilan Campus. The researchers used a pre-test and post-test design together with a structured Likert-scale questionnaire to assess students\' conceptual knowledge, problem-solving abilities, and learning experiences using a quantitative method supported by qualitative insights. The mean score increased from 3.2 in the pre-test to 9.0 in the post-test, indicating a significant improvement in academic performance. Survey responses further suggested that Guided Peer Discussions generated better confidence in participation, stronger communication skills, clearer comprehension of complicated concepts, and enhanced involvement throughout training. The findings demonstrate that Guided Peer Discussions provide an effective instructional strategy that supports deeper learning and promotes collaborative interactions among students. Consequently, the study concludes that integrating guided peer discussion into thermochemistry instruction can significantly strengthen students’ conceptual mastery and overall academic development.

Introduction

The study highlights the importance of chemistry education in fostering scientific innovation and national development (Shyiramunda, 2025), emphasizing that a solid understanding of foundational concepts—such as atoms, molecules, chemical bonds, and physical and chemical changes—is essential for learning thermochemistry (Ofori-Ahenkan, 2022). Thermochemistry focuses on energy changes in chemical reactions, including heat absorption or release, and the distinction between endothermic and exothermic processes. Despite its importance, students often struggle to grasp key concepts, such as differentiating heat from temperature. Peer discussions have been shown to enhance conceptual understanding, critical thinking, and collaborative learning (Leinonen et al., 2017; Double, 2020).

The study aimed to investigate the effectiveness of a Guided Peer Discussions (GPD) strategy in improving first-year students’ understanding and problem-solving skills in thermochemistry at Batangas State University. Specifically, it sought to:

1. Develop an instructional plan integrating guided peer discussions.

2. Measure the effect of GPD on understanding and problem-solving skills.

3. Explore students’ experiences with GPD.

Methodology:

• A mixed-method approach combining quantitative (pre-test/post-test) and qualitative (questionnaire) designs was used.

• Participants were 10 first-year BS Geodetic Engineering students selected through purposive sampling.

• Data collection included a pre-test, post-test, and Likert-scale questionnaire evaluating comprehension, problem-solving, and experiences.

• Guided peer discussions focused on thermochemistry topics like system, surroundings, state functions, heat, and work.

Results:

• Pre-test vs. Post-test: Students’ mean score increased from 3.2 (poor understanding) to 9.0 (high understanding), with an average gain of +5.8, demonstrating significant improvement in conceptual understanding and problem-solving.

• Effect of GPD: Students agreed that peer discussions increased confidence, enhanced comprehension, exposed them to diverse perspectives, and improved communication skills (composite mean = 3.20, “Agree”).

• Student experiences: Participants reported that GPD encouraged critical thinking, made learning interactive and enjoyable, improved communication, and was generally an effective learning method (composite mean = 3.18, “Agree”).

Conclusion

In connection with the findings of the study, the following conclusions were drawn: 1) The instructional plan serves as a guide to implement the study in Guided peer discussion strategy in improving the students\' understanding and problem-solving skills in thermochemistry. It provides a clear structure for our intervention and it makes our plan more systematic. Moreover, the instructional plan helps us to monitor the progress and make immediate adjustments. Furthermore, it aligns activities to our objectives and ensures consistency. 2) Students became more interactive and more anticipated on the topic as they are relaxed during discussion and this lessens their pressure on immediate understanding in thermochemistry instead they slowly learn and improve through guided peer discussion. 3) The experiences of these students demonstrate that guided peer discussion offers a far more supportive and engaging learning environment than traditional classroom interaction. Because the students are less intimidated to speak with their classmates, they become far more open to asking questions, sharing confusion, and participating in the discussion. This comfort and openness help to build their confidence, especially in those usually shy or hesitant to speak in front of a professor. Students learn through peer interaction how to express themselves clearly, substantiate their reasonings, and respond graciously to alternative perspectives. Their active participation enhances their comprehension of the concepts since they are not only passive recipients of information but are rather called upon to present and defend ideas. In this respect, guided peer discussion encourages effective learning through communication and collaboration.

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Copyright

Copyright © 2025 Neil Jonard P. Aninao, Jhon Zig D. David, Hazel Ann M. Hontiveros, Jay Phoenix A. Marfil, Chariz M. Riano, John Rex I. Sadicon, Althea M. Salazar, Bryle A. Armeza. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.