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In this study, the effect of peer learning approach on the 9th grade students’ achievement in the heat and temperature unit is investigated together with students’ opinions about the implementation. The study was conducted in a state school with two treatments (N=56) and two control groups (N=53). The data collection tools were the “Heat and Temperature Achievement Test”, and the “Self and Group Assessment Questionnaire”. Quasi-experimental design was utilized as the research method. The change in students’ achievement was presented with the two factor variance analysis (ANOVA). The questionnaire results were analysed qualitatively by forming main themes and codes. According to the results obtained in the research, a significant difference is observed in favour of the treatment groups taught with peer learning approach in terms of student achievement. In addition, the students expressed positive opinions about the peer learning implementation.

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