The Utilization of the Feynman Technique in Paired Team Teaching Towards Enhancing Grade 10 ANHS Students’ Academic Achievement in Science

Several scholars in the field of science instruction suggested that various challenges can hinder an individual in learning (Chin et al. [1]; Drinkwater et al. [2]; Huang et al. [3]). Furthermore, the help of other people enhances learning. This study applied the Feynman Technique and the practice of paired team teaching to identify the challenges of students in understanding the concept of evolution in a high school Biology class. The researchers tested 20 students from a Grade 10 Adult Night High School class of a private school in the Philippines. The control group took the class without the intervention while the experimental group was introduced to the intervention. Purposive sampling was used based on the student's class standing before the experiment. A ten-item assessment on the evolution of horses was done after the experiment. The study revealed that there is not enough evidence to prove the existence of a significant difference in the results of the control group (M=6.646, SD=17.9) and the experimental group (M=6.653, SD=3.71) for the administered assessment; t (15) =1.75, p=0.05. It is recommended that the intervention should be tested in a larger population, regardless of grade level and a science subject. This is to validate what other variations of inputs can be created from the Feynman Technique.