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1
Zheng, Shao-Liang, and Michael G. Campbell. "Teaching space-group diagrams to chemistry students through a peer-tutoring approach." Acta Crystallographica Section E Crystallographic Communications 77, no. 9 (August 27, 2021): 864–66. http://dx.doi.org/10.1107/s2056989021008744.
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Peer tutoring is a teaching strategy that offers a creative way of getting students more involved and accountable for their own learning in college-level chemistry courses. The authors have found that the `Symmetry and Space Group Tutorial' [Jasinski & Foxman (2007). Symmetry and Space Group Tutorial, V1.55. http://people.brandeis.edu/~foxman1/teaching/indexpr.html] lends itself well to a peer-tutoring approach in a crystallography course for chemistry students. This in-class activity provides an opportunity for students to learn space-group diagrams, understand basic symmetry concepts, organize what they have learned, and explain it to their peers, which leads to a deeper overall understanding of the subject. We report on our experience in planning peer tutoring, advise on best practices, and demonstrate the positive impact on student learning and engagement.
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Lake, D. A. "Peer tutoring improves student performance in an advanced physiology course." Advances in Physiology Education 276, no. 6 (June 1999): S86. http://dx.doi.org/10.1152/advances.1999.276.6.s86.
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Effectiveness of a peer tutoring system developed for an advanced physiology course was assessed in terms of academic performance and perceived value. Forty-five students took the course without the peer tutoring system, and sixty-nine students took the course with peer tutoring. Grades from both groups of students were compared with grades earned in an introductory physiology course. Tutored students were asked how much they valued the peer tutoring. There was a decline in grades received by the students in the advanced physiology course compared with their scores in the introductory physiology course in both tutored and untutored groups. However, the decline in the tutored group was significantly (P = 0.015) less than that in the untutored group of students. Tutored students reacted very favorably to the tutoring sessions and expressed a desire to see tutoring expanded to other courses. This was the first demonstration of the effectiveness of peer tutoring in college science teaching. Peer tutoring appears to be effective in enhancing student performance as well as being perceived as beneficial by the students.
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Kuo, Yu-Chen, Ching-Bang Yao, and Zhe-Yu Wu. "Online Peer-Tutoring for Programming Languages Based on Programming Ability and Teaching Skill." Applied Sciences 12, no. 17 (August 25, 2022): 8513. http://dx.doi.org/10.3390/app12178513.
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Web-based cooperative learning could enhance students’ learning motivation; however, learning activities in this process are rather confusing because of the lack of structured learning strategies, resulting in unfavorable learning achievements. With the peer tutoring learning environment to encourage students’ mutual learning and development, an online peer-tutoring platform for programming languages with peer mentoring is established herein for one-to-one peer tutoring activities. With students with higher learning ability as tutors and those with lower learning ability as tutees, tutors can provide online peer tutoring for programming languages via demonstrations and flowcharts to discuss the effects of using different teaching methods for learning activities on the learning achievement of tutees. Based on these teaching methods for peer learning, 52 undergraduates were divided into experimental groups A and B; each group was further divided into peer mentoring group and non-peer mentoring group based on the ability levels. The results show that learning activities with the online peer-tutoring platform for programming languages could assist both groups in enhancing their learning achievement and ensure positive attitudes toward programming languages. In the analyses, the peer mentoring group was preferable in peer tutoring for programming languages with demonstration, while the non-peer mentoring group did not appear significant.
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Olulowo, Taiwo Grace, Olugbenga A. Ige, and Ernest O. Ugwoke. "Using Peer Tutoring to Improve Students’ Academic Achievement in Financial Accounting Concepts." Education Research International 2020 (September 22, 2020): 1–10. http://dx.doi.org/10.1155/2020/8871235.
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This study investigated the effectiveness of the peer tutoring instructional strategy in improving students’ academic achievement in financial accounting concepts. A nonrandomized pretest-posttest control group quasi-experimental design with a 2 × 2 × 3 factorial matrix was adopted. The research sample comprised 137 purposively selected students from eight intact classes in secondary schools in Southern Nigeria. The experimental group adopted a peer tutoring instructional strategy, while the control group was exposed to the conventional lecture method. Teachers’ Instructional Guides on peer tutoring and conventional method and Financial Accounting Achievement Test were used to collect data for this study. Results affirmed that the peer tutoring instructional strategy is more effective in improving students’ academic achievement in financial accounting concepts than the conventional lecture method. The outcome of this study also shows that the experimental strategy was not sensitive to gender but sensitive to socioeconomic status. Sequel to this finding, the study recommends that post-basic school teachers should make use of the peer tutoring instructional strategy to present financial accounting lessons in secondary schools to advance students’ attainment in the subject.
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Ycong, Helmar G., Bayron S. Barredo, and Leo A. Mamolo. "Effects of Peer Tutoring to The Learning Outcomes in Exponential Expressions of Grade 8 Students." IndoMath: Indonesia Mathematics Education 4, no. 2 (August 23, 2021): 107. http://dx.doi.org/10.30738/indomath.v4i2.5.
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<p><em>Achieving the learning outcomes set for the classroom is the main goal of instruction. Todays’ teachers utilize various methods to achieve optimum learning for the students. This study investigated the effect of peer tutoring strategy on the students’ achievement in solving exponential expressions. It also determined the students’ persistent errors in solving given exponential expressions. This study employed a quasi-experimental design and two intact classes randomly assigned to an experimental and control group. A validated 10-item test (α=.75) was utilized as the main instrument. Results revealed that students in the peer tutoring group performed better than in the lecture group. Moreover, the peer tutoring strategy significantly improved the learning outcomes of students in the experimental group. It is recommended that peer tutoring strategy may be used by mathematics teachers to improve their students' performance in the subject matter. Implications address the need to explore other teaching strategies suited for students in the Mathematics classroom</em>.</p>
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Ullah, Irfan, Rabia Tabassum, and Muhammad Kaleem. "Effects of Peer Tutoring on the Academic Achievement of Students in the Subject of Biology at Secondary Level." Education Sciences 8, no. 3 (August 3, 2018): 112. http://dx.doi.org/10.3390/educsci8030112.
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The present study is aimed at analyzing the effects of peer tutoring on the academic achievement of students in the subject of biology at secondary level. The objectives of the study were: (1) To find out the effects of peer tutoring on the academic achievement of students in the subject of biology; and (2) To examine the effects of peer tutoring with respect to knowledge, comprehension and application levels in cognitive domain of Bloom Taxonomy. All 433,405 male students at secondary level of 10th grade of Khyber Pakhtunkhwa were the population of the study. Forty students were taken as the sample of the study from the Allied National Software Institute (ANSI) Mardan. The Posttest-Only Equivalent Group Design was used. The data collected from pretest and posttest were analyzed through an independent sample t-test. It was found that the mean score of the experimental group was significantly better than that of the control group. It was concluded that peer tutoring enhanced the academic achievement of students in the experimental group significantly as compared to the control group; hence, it was an effective method of instruction for teaching biology at secondary level. It was suggested that peer tutoring may be incorporated along with other teaching methodologies for the subject of biology and it may be given due consideration in all teacher education practices in the country.
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Fong, Lin Siew. "Facilitating Group Analysis of Two Case Studies Utilising Peer Tutoring: Comparison of Tasks and Outcomes." Journal of Educational Issues 2, no. 2 (August 29, 2016): 90. http://dx.doi.org/10.5296/jei.v2i2.9811.
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<p>Peer-tutoring sessions of two groups of advanced diploma in financial accounting students with mixed proficiency were analysed thoroughly in this study. Numerous studies in peer tutoring have produced favourable results to both tutors and tutees due to the scaffolding process which promotes effective learning. However, there is a lack of studies conducted using case study as a group task in peer tutoring. Therefore, in this study, the analysis of this type of task in the course of peer tutoring is given much prominence. Video recordings of the peer-tutoring sessions were made and informants were interviewed and wrote journals in order to obtain data to be analysed. The researcher’s observation notes were useful in increasing understanding of the group process. The findings revealed that there were similarities and differences pertaining to the teaching and learning experiences encountered by both tutors and tutees when analysing the two case studies. Therefore, appropriate case studies which match students’ abilities are recommended to be used in peer tutoring. Furthermore, regular guidance provided by instructors for tutors is crucial in developing their confidence in playing their role.<strong> </strong></p>
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Khomsyatun, Siti Hazar. "Application of The Peer Tutor Method to Improve Mathematical Communication Skills in Class X Students." Mathline : Jurnal Matematika dan Pendidikan Matematika 8, no. 4 (November 29, 2023): 1539–58. http://dx.doi.org/10.31943/mathline.v8i4.384.
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This study aims to determine students' mathematical communication abilities through peer tutoring methods. The research method used is experimental research with a research design that is one group pretest-posttest. The population and sample of this study were class X MIPA students of SMAN 1 Lelea with a total of 20 students. The technique used in determining the sample is by using non-probability sampling technique. The instruments used in this study were test sheets for mathematical communication skills and student response questionnaires. The results showed that learning mathematics using peer tutoring methods can provide maximum results, namely that students' mathematical communication skills can increase, based on the average N-gain score of 0.72 in the high category. In addition, the results of the study also show that learning mathematics using peer tutoring methods can improve students' mathematical communication skills significantly. From the results of the N-gain test obtained, the peer tutor learning method can improve students' mathematical communication abilities. And for the results of the students' responses, namely students giving a good response to learning using the peer tutoring method with an average percentage of students using the peer tutoring method of 68.85%. Based on the results of the research that has been done, it can be concluded that this peer tutoring method can be used in learning mathematics in the classroom.
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M., Marieswari, and Prema N. "Effectiveness of Peer Tutoring in Learning English among Tutors and Tutees of Class VIII Students in Kancheepuram DT." English Language Teaching 9, no. 11 (September 27, 2016): 1. http://dx.doi.org/10.5539/elt.v9n11p1.
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<p>The peer who teaches to their mates is peer tutoring. It is a common instructional strategy used in classrooms. The aim of this study is know whether there is any improvement in achievement marks of tutors and tutees after the process of peer tutoring. Class VIII students were selected as sample for the present experimental study. The design of this experimental study was a two group parallel design such as one control and one experimental group with pre-test and post-test. Tutors of experimental group were trained to act as tutor for this research purpose. Pre-test and post-test marks of both control and experimental group were analyzed by using ‘t’ test. The result revealed that, the experimental group students (both tutors and tutees) exhibited a remarkable improvement in learning who received the content through peer tutoring than the control group students who were taught by the researcher through traditional way of teaching.</p>
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Singh, Rajaputra Umamaheswara. "A Case Study on the Impact of Peer Tutoring in the Education of Freshmen Engineering." Journal of Engineering Education Transformations 36, S2 (January 1, 2023): 441–45. http://dx.doi.org/10.16920/jeet/2023/v36is2/23067.
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In an online or offline classroom, it might be difficult to ensure student engagement and learning during and after the COVID-19 epidemic. The learning of global engineers, need to engage effective teaching and learning practices in higher education is required. The best way to learn is to teach. Learning by teaching others is extremely effective method. To enhance the learning of engineering students, a pilot study is aims to exam in the effectiveness of the freshmen engineering students’ engagement in learning using peer tutoring. In addition, considered the performance of tutees (slow learners) guided by the identified tutors (fast learners) of the same group for peer tutoring. For that the students are engaged in the practice of learning by teaching, understanding and retaining the knowledge while comparing the students who are in existing learning. A peer teaching method is effective learning method by involving the student in group presentations combined with cooperative learning. In this paper a review of related literature focusing on active learning methods –like learning by teaching, peer tutoring, team presentations in engineering education are done. The results strongly endorse learning through teaching by the student and for the student throughout the practice of peer tutoring in a pilot course study of Applied Physics. Keywords-Cooperative learning, peer tutoring, learning by teaching, engineering education, freshmen engineering students.
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Jaya, Nur, Army Auliah, and Hardin Hardin. "PENGARUH METODE TUTOR SEBAYA (PEER TUTORING) PADA MODEL DISCOVERY LEARNING TERHADAP HASIL BELAJAR PESERTA DIDIK KELAS X MIA SMA NEGRI 11 ENREKANG (STUDI PADA MATERI POKOK REAKSI REDUKSI OKSIDASI)." ChemEdu 3, no. 2 (September 2, 2022): 48. http://dx.doi.org/10.35580/chemedu.v3i2.32499.
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This study is quasi-experimental research which aims to determine the effect of using peer tutoring method in discovery learning model toward students learning achievment of class X MIA SMA Negeri 11 Enrekang. The study design is “posttest-only control group design”. The population are all students of class X MIA SMA Negeri 11 Enrekang which consists of two classes. The sampling technique is simple random sampling. The samples are class X MIA 2 as experiment class which consists of 33 students and X MIA 1 as control class which consists of 35 students. The independent variables of study are the peer tutoring mothod in discovery learning and the discovery learning model without the peer peer tutoring, while the dependent variable is the learning achievement of the student’s. The Learning achievement data obtained from the post test were analyzed using desciptive statistics and inferensial statistics. The result of the analysis shows that the average learning achievment of the student's on experiment class is 76,71 and control class is 68,44. Result of hypothesis test by using Mann-Whitney test (non the-paramertrik test) obtained Zcount (1,94) greater than Ztable (1,64) indicating that H1 is accepted. It shows that there is an effect of using peer tutoring method in discovery learning model toward students learning achievement.
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Fajardo Dolci, German E. "Programa Institucional de Tutoría Integral: nuevas estrategias de acompañamiento en la Licenciatura de Médico Cirujano." Revista de la Facultad de Medicina 66, no. 4 (July 10, 2023): 181–90. http://dx.doi.org/10.22201/fm.24484865e.2023.66.4s.17.
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The Tutoring programs in higher education have gained relevance as an educational strategy, oriented to the integral attention of students during their academic career, with the purpose of guiding them to achieve their academic and personal goals. In the case of the Faculty of Medicine, since the update of its Institutional Program of Integral Tutoring FM in 2018, it has sought to contribute to the integral training of students through four actions that implement the program: adaptation, study, academic performance and self-care. These axes have been worked through the modality of traditional academic tutoring, and through the implementation of two new modalities: peer tutoring (given by a student of more advanced years) and group tutoring (given by a teacher to a group). Both modalities are aimed at the population of first and second year as pedagogical strategies of accompaniment in their integral formation. Keywords: Tutoring; group tutoring; integral tutoring; peer tutors; accompaniment
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Lueck, Johnathon S., Thomas C. Varkey, and Daniel Ramirez. "Utilizing Proximity for Increasing Student Knowledge Retention: A Near-Peer Tutoring Program Needs Study." Galician Medical Journal 29, no. 3 (September 1, 2022): E202232. http://dx.doi.org/10.21802/gmj.2022.3.2.
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The purpose of this study was to demonstrate the desire and need for peer-to-peer tutoring programs at Division 1 Dell Medical School at the University of Texas.
Materials and Methods. Two sets of surveys were created and sent to students at the Dell Medical School, University of Texas, USA. One survey asking about the need or desire to engage with a peer tutor was sent to first-year students, and another one asking about the desire to provide these services to underclassmen as a potential leadership course option was sent to third-year students.
Results. For the first-year student survey, 52.9% of respondents disagreed or strongly disagreed of being aware of near-peer tutoring and 70.5% of respondents either agreed or strongly agreed that it would be an option utilized by students. For the third-year student survey, 75% of students either disagreed or felt neutral in being aware of near-peer tutoring as an option to serve underclassmen, whereas 65% of upperclassmen either agreed or strongly agreed that if near-peer tutoring had been offered, they would have chosen this leadership course option in the effort to teach their underclassmen peers.
Conclusions. Numerous studies have demonstrated peer-to-peer tutorial options to be of high utility to students in the medical education space. This particular paper obtained results demonstrating students’ desire to engage in peer tutoring voluntarily for their own course success goals and upperclassmen’s desire to participate as near-peer tutors for the benefit of underclassmen.
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S. Arzaga, Jaybie. "Improving the Academic Performance of Grade 7 Students in Chemistry using the Peer Tutoring Strategy." International Multidisciplinary Research Journal 3, no. 4 (December 23, 2021): 259–66. http://dx.doi.org/10.54476/iimrj228.
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The 21st century teachers look forward to the future and continue to look for novel strategies and interventions to accommodate the diverse needs of the learners. One of these strategies is peer tutoring. So, the researcher assessed the effectiveness of the peer tutoring on student academic performance to address the critical issue of students' declining performance in Science. The experimental method was employed through a pretest and posttest control group design. It involved thirty-four (34) Grade 7 learners of Bahile National High School from School Year 2019-2020. Seventeen of them were assigned to the control group and the other seventeen to the experimental group. The experimental group was taught using a peer tutoring strategy, whereas the control group was taught using a traditional method. The two groups were given a pretest before the experiment and a posttest after the investigation. Using the software SPSS 14.0, the findings were analyzed using the mean, standard deviation, and T-test. Finding revealed that the two groups were found to be significantly different. Also, peer tutoring has been found to boost students' academic performance in the classroom; thus, teachers, especially those teaching Science, might consider utilize it for an effective teaching-learning process.
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Cantinotti, Michael, Marjorie Désormeaux-Moreau, and Marcos Balbinotti. "Mapping psychology students’ perspective on group peer-tutoring in statistics." Mentoring & Tutoring: Partnership in Learning 25, no. 4 (August 8, 2017): 466–84. http://dx.doi.org/10.1080/13611267.2017.1403609.
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Danga, Mariel O. "Peer Tutoring: Its Effects on Academic Performance of 5th Grade Students in Mathematics at Sanchez Mira Central Elementary School." AIDE Interdisciplinary Research Journal 2 (January 27, 2023): 48–66. http://dx.doi.org/10.56648/aide-irj.v2i1.17.
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Based on research regarding academic performance and usage of peer tutoring in mathematics, a quantitative experimental research study using pre-test and post-test was conducted with grade 5 pupils who were identified as Talented and Gifted students at Sanchez Mira Central Elementary School. The general aim of the study is to identify the effects of peer tutoring on students’ academic performance in mathematics among the selected pupils of Sanchez Mira Central Elementary School. The researcher employed the simple random sampling technique by selecting 11 pupils. The fishbowl technique was used in selecting the 11 pupils who will be the control group. Frequency count was used to determine the number of pupils that belongs to a particular group based on the scale. T-test was used to determine significant difference between pre–and post-test scores. Cohen’s d was also used to determine the effect size of the peer tutoring strategy. Findings revealed that peer tutoring effectively improves the pupils’ performance in mathematics. It was further described that there exists a huge effect on the performance of pupils when peer tutoring is incorporated into classroom instruction.
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Andriana, Teguh Rizki, Jozua Sabandar, and Mumun Syaban. "THE INFLUENCE OF PEER TUTORING MODEL ON THE PROBLEM-SOLVING UNDERSTANDING AND COMMUNICATION SKILLS OF EIGHT GRADE JUNIOR HIGH SCHOOL STUDENTS." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 1, no. 4 (December 31, 2018): 345. http://dx.doi.org/10.22460/jiml.v1i4.p345-349.
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Various efforts to develop education which related to quality of education were overall implemented by the government to enhance quality of education. The implementation of compatible method was an effort to improve learning achievement and accomplish learning goals. Peer tutoring is a group of students who have completed learning material then provide assistance for others who got difficulty in understanding the material. From the research result were obtained, (1) Sig. 0,011 = Ho was rejected means there was difference in students learning result in mathematic lesson by using peer tutoring method compare with conventional learning method; (2) Sig. 0,002 = Ho was rejected means there was difference in problem solving communication skill in mathematic lesson by using peer tutoring method compare with conventional learning method; (3) Sig. 0,043 = Ho was rejected means there was difference in problem solving comprehension skill in mathematic lesson by using peer tutoring method compare with conventional learning method. From the data, it can be concluded that students learning result using peer tutoring method was more effective. It was because, this method demanded students to be more active in learning process either individual or overall.
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Akhtar, Humair, Muhammad Saeed Khan, and Saddaf Ayub. "Peer Tutoring: An Effective Technique To Enhance Students English Writing Skills." Global Social Sciences Review IV, no. III (September 30, 2019): 299–305. http://dx.doi.org/10.31703/gssr.2019(iv-iii).39.
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This study aimed to determine the effect of peer tutoring (PT) in enhancing students’ writing skills during English textbook taught to the students of Grade XI. The true experimental research pre/post-test design was used. The sample of the study comprised of 70 male and 58 female students containing each 35 male peer tutoring group (PTG) and non-peer tutoring group NPTG as well as each 29 female PTG and NPTG after matched before intervention. MCQs related to writing skills developed as a tool for data collection process. The tool is used in both pre and post-test for PTG and NPTG. The difference in both groups was calculated using statistical analysis. Linear regression predicted the effect size of male PTG 16.376 points higher (r = 0.860) than NPTG as well as female PTG 12.183 points higher (r = 0.813) than NPTG. These results indicated that PT technique enhanced students’ academic achievement.
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Siadak, Goretta. "Tworzenie sytuacji sprzyjających zaangażowanej współpracy dzieci w wieku wczesnoszkolnym." Problemy Wczesnej Edukacji 33, no. 2 (June 30, 2016): 76–88. http://dx.doi.org/10.5604/01.3001.0009.4826.
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The aim of this article is to present the possibility of the organisation of situations conducive to cooperation between pupils of early school age. In various parts of the article the following will be discussed: teacher-tutoring, and peer-tutoring in the Polish education system. The project Academic Centre of Creativity will be presented. This project was carried out by the research team at the Department of Didactics and Studies in the Culture of Education, Kazimierz Wielki University. The main objective of the project was to develop (testing and popularisation) of an innovative work model for teachers/students with the student based on Lev Vygotsky’s Sociocultural Theory. The research was carried out among the students of the first stage of education in grades I–III five “school exercise” located in Kujawsko-Pomorskie. The main part of the project ACK was a teaching experiment, during which observations were made, the activity of individual students and their participation in activities (group) was analysed in four areas: language, mathematics, science, and art. Owing to the multi-stage project, in the article emphasis was put on the practical aspect of the experiment, which was the organisation of the classroom culture as a social learning environment. During this process two forms of peer interaction were initiated: learning in collaboration and peer-tutoring. We analysed: the preparation phase conditions stimulating cooperation, the stages of development of collaborative learning and peer-tutoring, the benefits of collaboration and peer-tutoring (same-age peer-tutoring, cross-age peer-tutoring) among students of early childhood education.
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Setiana, Nova Dwi. "PENGARUH METODE TUTOR SEBAYA DALAM PEMBELAJARAN KELAS V SD N MANGUNSARI 06." Jurnal Review Pendidikan dan Pengajaran 2, no. 1 (June 12, 2019): 165–69. http://dx.doi.org/10.31004/jrpp.v2i1.268.
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Research on the effect of peer tutoring methods in 5th grade learning inSD Negeri Mangunsari 06 Salatiga city aims to find out how improvement in learning in students in using peer tutoring learning methods in the classroom and knowing the effect of peer tutoring learning method in 5th grade learning SD Negeri Mangunsari 06 Salatiga city. The research method used is the interview method. The results of the research that have been conducted are that students more active and creative thinking in the presence of peer tutoring methods. This means that there is an effect of increasing students learning interest with peer tutoring methods in learning. Therefore, in using peer tutoring learning methods more effective and fun for students.
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Bilal, Muhammad Zahid, Arshad Ali, and Sami Ullah. "Effects of Media Exposure on the Political Polarization Patterns of Students in Pakistan." Global Social Sciences Review IV, no. III (September 30, 2019): 292–98. http://dx.doi.org/10.31703/gssr.2019(iv-iii).38.
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This study aimed to determine the effect of peer tutoring (PT) in enhancing students’ writing skills during English textbook taught to the students of Grade XI. The true experimental research pre/post-test design was used. The sample of the study comprised of 70 male and 58 female students containing each 35 male peer tutoring group (PTG) and non-peer tutoring group NPTG as well as each 29 female PTG and NPTG after matched before intervention. MCQs related to writing skills developed as a tool for data collection process. The tool is used in both pre and post-test for PTG and NPTG. The difference in both groups was calculated using statistical analysis. Linear regression predicted the effect size of male PTG 16.376 points higher (r = 0.860) than NPTG as well as female PTG 12.183 points higher (r = 0.813) than NPTG. These results indicated that PT technique enhanced students’ academic achievement.
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Manubey, Johana, John Rafafy Batlolona, and Marleny Leasa. "Peer tutoring analysis in inclusive classes using character education approach." Journal of Education and Learning (EduLearn) 15, no. 2 (May 1, 2021): 303–11. http://dx.doi.org/10.11591/edulearn.v15i2.19190.
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This study aimed to analyze peer tutoring in inclusive classes with character education approaches for elementary students. The target of this study were 30 teachers, 525 students, and 98 disabled students from nine elementary schools in East Sumba Regency. This research focused on changing the character of students with special needs or not using peer tutoring methods that are modified with various learning techniques. The results showed a change in the character of students with special needs and not with the peer tutoring method. Thus, peer tutoring can be recommended in improving learning skills and forming student character. Future studies are expected to show how peer tutoring shapes students' emotional intelligence in inclusive classes.
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Oluseyi Abike Ajayi, Olanrewaju Hakeem Akintoye, Olugbenga Gabriel Akindoju, and Franklin Onowugbeda. "Impact of ethnobiology-based instruction and peer tutoring on the achievement of senior secondary school biology students in Ogun state southwest Nigeria." World Journal of Advanced Research and Reviews 18, no. 1 (April 30, 2023): 1197–207. http://dx.doi.org/10.30574/wjarr.2023.18.1.0737.
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This study investigated the impact of Ethnobiology-Based instruction Peer Tutoring on Achievement of Senior Secondary School Biology Students in Ogun State. The study employed Explanatory sequential mixed-methods approach. The quantitative approach was quasi experimental pretest-posttest non-equivalent group design. Three research questions and one hypothesis was formulated to guide the study. The population of the study comprised of all Biology students in public Senior Secondary Schools in Abeokuta zone. Purposive sampling technique was used to select six Public Schools from two zones (Abeokuta South and Abeokuta North). Biology students in six intact classes of SSS III took part in the study. The sample size of 313 biology students with 101 students in the experimental group 1 (48 male and 53 female), 117 students in the experimental group 2 (57 male and 60 female) and 95 students in control group (38 male and 57 female) which were taught the same biology content for a period of four weeks. The experimental groups received instructions through the use of Ethnobiology-Based Instruction and Peer Tutoring while the control group was taught using lecture method. The data gathering instruments were Biology Achievement Test (BAT) and Students Semi-structured Interview Guide (SSIG). The reliability coefficient of the BAT was established using test- retest and yielded 0.87. Descriptive statistics in form of mean, standard deviation and histogram plot were used to answer the research question while the hypothesis was tested using ANCOVA at 0.05 level of significance. The inferential analysis of hypothesis one has a significant difference on Students’ academic achievement in Biology (F (2,309) = 386.85; p < 0.05), this indicated that the hypothesis is hereby rejected since a significant difference is obtained. The results from the study revealed that the treatments positively improved the academic achievements of students and the students taught using ethnobiology-based instruction had higher test result and outperformed those in Peer Tutoring and lecture method group, but the students in Peer tutoring group also performed better than those in lecture method group. This implies that Ethnobiology-Based instruction is more effective in enhancing Students’ performance in biology and it helps to break barriers to meaningful learning of biology. Based on the findings of this study, it was recommended that Biology teachers should relate learning to students’ cultural views and encourage peer tutoring.
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Ehirheme, Pauline Egberanmwen. "Effect of Peer Tutoring On Students’ Knowledge Retention In Office Technology And Management In Polytechnics In South West, Nigeria." Advances in Social Sciences Research Journal 7, no. 9 (October 17, 2020): 892–900. http://dx.doi.org/10.14738/assrj.79.9148.
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Academic knowledge and transfer of knowledge retention after graduation to the workplace by office technology and management (OTM) students in Polytechnics has been worrisome to stakeholders in education. This study seeks to determine if peer tutoring instructional technique could solve these aforementioned problems. The study adopted a quasi-experimental design of a pre-test, post-test and delayed posttest (knowledge retention) for non-randomized un-equal two groups. The population for the study is 503 National Diploma (ND) II OTM students in four Polytechnics in South West, Nigeria. Through purposive sampling, we selected a sample of 227 (120 experimental and 107 control) students from two polytechnics in two states. These instruments; lesson plan for the experimental group, lesson plan for the control group and Office Technology and Management Achievement Test (OTMAT), were used for data collection. Three OTM experts validated the instruments. The reliability coefficient of the OTMAT was established as 0.86 through the use of Kuder-Richardson formula 21 techniques. Mean and standard deviation were used to answer the research question while Analysis of Covariance (ANCOVA) was used to test the hypothesis. Results revealed knowledge gain for the experimental group. Thus, peer-tutoring enhances academic knowledge retention among OTM polytechnic students. It is therefore recommended that peer-tutoring instructional technique be used to teach OTM students in Polytechnics. Stakeholders should create platforms (workshops and conferences) for OTM lecturers and students in Polytechnics to utilize the peer-tutoring technique in the teaching/learning process.
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Comfort, Paul, and John James McMahon. "The effect of peer tutoring on academic achievement." Journal of Applied Research in Higher Education 6, no. 1 (April 8, 2014): 168–75. http://dx.doi.org/10.1108/jarhe-06-2012-0017.
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Purpose – The purpose of this paper is to determine the effects of peer tutoring on the academic achievement, during practical assessments, of the tutors and tutees. Design/methodology/approach – Final year students on an undergraduate Sports Science degree programme provided optional peer tutored practical sessions, once per week (two hours per session) for 12 weeks, for second year students on the same undergraduate programme. Students were then assessed on their ability to demonstrate, coach and explain a range of dynamic resistance exercises. Findings – A one way analysis of variance with Bonferroni post hoc analysis demonstrated a significantly greater academic achievement in the peer tutoring group (73.64±10.26 per cent) compared to students that were not peer tutored (46.20±20.27, p=0.003) and compared to the previous years’ cohort that were not peer tutored (56.83±19.18, p<0.001). Moreover, tutors also demonstrated significantly (p<0.001) higher grades (82.00±11.01 per cent) compared to the students that did not act as peer tutors (64.88±8.82 per cent). Practical implications – This study demonstrates that peer tutoring during practical sessions in Sports Science programmes can enhance the development of practical skills and achievement of both tutees and tutors during practical assessments. Originality/value – To the authors knowledge this is the first study to determine the effects of peer tutoring on both the tutors and tutees, in a Sports Science setting.
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Muazam, Shazia, Farzana Majeed, and Saima Mumtaz Khattak. "Benefits of Near-Peer Tutoring in Small Group Discussions: A Pilot Study." Journal of Islamabad Medical & Dental College 10, no. 1 (March 31, 2021): 337–44. http://dx.doi.org/10.35787/jimdc.v10i1.577.
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Background: A year senior medical students can prove to be a useful teaching resource with added benefits for the tutors. The objective of this study was to explore the perceptions of near-peer tutors after facilitating small group discussions while delivering an integrated curriculum in preclinical years.
Material and Methods: This qualitative exploratory pilot study was conducted in Rawal Institute of Health Sciences Islamabad, Pakistan from July 2017 to November 2017. Students of First year MBBS class (n=100), were divided into six small groups. Seven Second year MBBS students who had secured more than 60% marks throughout year one assessments and in Professional examination were selected as Near-Peer tutors after informed verbal consent. In the first discussion, three groups were taught by three tutors and three by junior faculty. In the second discussion, the groups were swapped and exposed to the same strategy as above, with new learning objectives, but the remaining three tutors now took batches. One tutor acted as a substitute. Qualitative data was collected after interviewing the tutors individually and responses were audio recorded. The collected data, both notes and audio recordings of the interviews, was transcribed into text to generate codes, theme and sub themes.
Results: Transcription of data revealed that the tutors enjoyed teaching and were of the opinion that Near-Peer tutoring is more effective in small groups, for both tutors and the learners. The tutors felt a boost in self-confidence and improvement in communication skills, after facilitating a small group. Tutoring also helped in developing their higher order cognitive thinking, learning skills and time management.
Conclusions: Near-Peer tutoring helped the tutors develop learning and communications skills while facilitating small group sessions, thus helping them in their future medical roles.
Key words: Integrated curriculum, Near-Peer tutoring, Peer Assisted Learning, Small group discussions.
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Twardowski, Andrzej. "Rola rówieśniczego tutoringu w edukacji inkluzyjnej uczniów z niepełnosprawnościami." Studia Edukacyjne, no. 50 (December 15, 2018): 31–44. http://dx.doi.org/10.14746/se.2018.50.2.
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Researchers and teachers are interested in implementing best practices that improve inclusion of students with disabilities in ordinary schools. One solution to overcome these challenges is the implementation of peer tutoring as a flexible, peer-mediated strategy that involves students serving as academic tutors and tutees. In this article the author analyzes the following issues: 1) genesis and essence of inclusive education, 2) theoretical basis of peer tutoring, 3) peer tutoring in dyads, 4) peer tutoring in classroom, and 5) conditions for implementing peer tutoring.
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Halim, Nadiah, Marina Mohd Arif, and Kaarthiyainy Supramaniam. "Enhancing Reading Comprehension through Metacognitive Reading Strategies and Peer Tutoring among Year 7 Students at a Home School Centre." Asian Journal of University Education 16, no. 1 (April 27, 2020): 22. http://dx.doi.org/10.24191/ajue.v16i1.8981.
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Many students in Malaysia lack proficiency in the English language, from difficulty understanding the meaning of the text to inferring the text. The use of explicit instruction to introduce reading comprehension skills are also rarely employed in the classroom. This study investigated how metacognitive reading strategies and peer tutoring improved Year 7 students’ reading comprehension at a home-school centre. A total of 20 Year 7 students took part in this research, whereby 10 students were placed in the controlled group and 10 students in the experimental group. Students in the experimental group were exposed to 12 weeks of training on metacognitive reading strategies and peer tutoring session. In addition, IGCSE reading comprehension, learning journals and a semi-structured interview were employed to collect data from the experimental group. A paired sample t-test was conducted to analyse the quantitative data of this study whereas document analysis and thematic analysis were used to analyse the qualitative data. The results obtained from this study indicated that metacognitive reading strategies have assisted students to use suitable techniques to comprehend the reading text and answer the reading comprehension questions. In addition, peer tutoring aids student by having their peers translate meaning of the texts in their native language, explain how to properly use the metacognitive reading skills as well as provide guidance and support in the classroom. Therefore, the findings of this study are significant as it suggests the difficulty of students to adapt to new strategies in a short time; hence, they should be exposed at primary level.
Keywords: Metacognitive reading strategies, peer tutoring, reading comprehension, home- school centres.
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Kitto, S., and L. Griffiths. "Honor's Students as Peer Tutors for Problem-based Learning." HortScience 31, no. 4 (August 1996): 650b—650. http://dx.doi.org/10.21273/hortsci.31.4.650b.
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The course “Biotechnology: Science and Socioeconomic Issues” has used problem-based learning (PBL) during the last quarter of the course for the past 3 years. One of the challenges of using PBL in medium-sized and larger classes is finding a way to facilitate each group of students with a limited number of qualified facilitators while avoiding unmanageably large numbers of students per group. This past year (95F) the course had both a nonhonor's and an honor's section. The honor's section met an additional hour each week to learn about PBL and peer tutoring skills. Training students to be peer tutors was divided up into four parts: 1) the science behind PBL, 2) experience working through a previously developed case study, 3) development of a case study, and 4) peer tutoring case studies in the non-honor's section. We will discuss the process of training students to be effective peer tutors for PBL.
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Alfania, Alfania. "Penerapan Model Think Talk Write Berbasis Multimedia Terhadap Kemampuan Pemahaman Konsep Dan Komunikasi Matematis." Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika 6, no. 2 (January 11, 2020): 116–23. http://dx.doi.org/10.31316/j.derivat.v6i2.502.
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AbstractTTW learning model assisted multimedia was applied to help students in developing their conceptual understanding and mathematical communication skills. This research was conducted to determine whether there was difference of effect between the application of TTW model assisted multimedia and peer tutoring model on the two mathematical skills. This research was a quantitative research with nonequivalent posttest-only control group design. The research population were the students of XI MIA at MAN 1 Pekalongan 2018/2019. The research sample was obtained by cluster sampling technique. The method used in collecting the data was a test. The data were analyzed by using the multivariate and univariate average difference test. The research results showed that (1) based on multivariate analysis, students’ conceptual understanding and mathematical communication skills that was taught by using TTW model assisted multimedia was different with students who were taught by using peer tutoring model; (2) based on univariate analysis, students’ conceptual understanding skills that was taught by using TTW model assisted multimedia was different with students who were taught by using peer tutoring model, and students’ mathematical communication skills that was taught by using TTW model assisted multimedia was different with students who were taught by using peer tutoring model. Keywords: TTW, Multimedia, Conceptual Understanding, Mathematical Communication
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Ngale Lyonga, Ngemunang Agnes. "Peer Learning Amongst Students of Higher Technical Teachers’ Training College (HTTTC) of the University of Buea in Kumba, Cameroon." International Journal of Higher Education 7, no. 2 (April 11, 2018): 216. http://dx.doi.org/10.5430/ijhe.v7n2p216.
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This paper examines the use of peer learning in students’ success at the Higher Technical Teachers’ Training College in Kumba, Cameroon. The study uses a quantitative descriptive data to determine the effectiveness of peer learning amongst students through the impact of study groups and peer tutoring on students’ achievement. The study employed the descriptive survey design. Participants of the study were made up of 234 students drawn from both the first and second cycles of the 14 departments of the Technical Teachers’ Training College (HTTTC), Kumba. The study sought to find out the effects of study groups and peer tutoring on students’ achievement at HTTTC, Kumba. A structured questionnaire was used as the instrument for data collection. The data collected was analyzed descriptively using frequencies and percentages computed with the help of the SPSS V.20.0. Evidence from students’ responses indicated that the importance of studying in groups with classmates and peer tutoring by other students in the success of their end-of-semester and final examinations cannot be overemphasized. By providing these learning environments in schools, students are able to form a cohesive group where they can express their ideas and help each other succeed. Based on the study findings, it is recommended that students who are more knowledgeable and have a good mastery of the subject or the concepts taught be paired by the teacher with other students for group work, class discussions and more purposeful structured learning. Teachers should also take advantage of the peer tutoring technique to encourage student-teachers to work in small mixed ability groups that will allow everyone whether fast or slow to share their ideas and build knowledge as well as interpersonal skills in the training process.
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Gil, Seung Ho, and Jaehong Shin. "Covariational Reasoning of Ninth Graders in Reciprocal Peer Tutoring Process." Korean School Mathematics Society 23, no. 3 (September 30, 2020): 323–49. http://dx.doi.org/10.30807/ksms.2020.23.3.005.
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In this study, we conducted eight classes of reciprocal peer tutoring where each student took either role of a turor or a tutee in order to study about covariational reasoning in ninth graders. Students were given the opportunity to teach their peers with their own covariational reasoning as a tutor, and at the same time to learn covariational reasoning as a tutee. A heterogeneous group was formed so that scaffolding could be provided in the teaching and learning process. By presenting four questions of quantitative graph type and four questions of qualitative graph to the group, a total of eight reciprocal peer tutoring worksheets were collcted. The results of analysis are as follows. In the course of during reciprocal peer tutoring, students who experienced a higher level of covariational reasoning than their covariational reasoning level showed an improvement in covariational reasoning levels. In addition to it, students enhanced the completeness of reasoning by modifying or supplementing their own covariational reasoning. Minimal teacher intervention or high-level peer mediation seem to be needed for providing feedback on problem-solving results.
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Chuang, Chien-Wen, Gwo-Jen Hwang, and Wen-Jen Tsai. "A Peer Tutoring-Based Concept Mapping Approach to Improving Students' Learning Achievements and Attitudes for a Social Studies Course." International Journal of Online Pedagogy and Course Design 8, no. 1 (January 2018): 1–12. http://dx.doi.org/10.4018/ijopcd.2018010101.
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Concept maps are well recognized as being an effective tool for helping students organize and construct their knowledge. However, previous studies have also indicated the difficulty encountered by young students in concept mapping. Therefore, how to provide an efficient strategy for enhancing students' learning achievement using concept mapping is worth studying. The purpose of this study is to explore the effects of the peer tutoring-based concept mapping approach on students' learning performance. A 5-week experiment was conducted in an elementary school social studies course in southern Taiwan. The participants were two classes of fifth graders. One class was the experimental group consisting of 33 students provided with a computerized concept map learning model based on peer tutoring, whereas the other class was the control group consisting of 32 students learning with a conventional computerized concept mapping approach. It was found that the learning achievements and the concept map scores of the students who learned with the peer-tutoring strategy were significantly higher than those students who learned with the conventional computerized concept mapping approach. Meanwhile, the result also indicated that the innovative approach is significantly helpful for improving the students' learning attitudes and technology acceptance levels.
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Septarini Rahmasari, Brigitta. "Peer Tutoring: An Effective Technique To Teach Reading Comprehension." KnE Social Sciences 1, no. 3 (April 13, 2017): 245. http://dx.doi.org/10.18502/kss.v1i3.745.
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<p>Reading is a demanded skill that should be mastered by students. With reading, students can gain much information. In fact, the reading comprehension of many students is still low, worrying, unsatisfactory, and far from the expectation. Students are reluctant to read due the fact that texts are difficult to understand. This condition leads the teachers to apply some teaching techniques in reading class. One of them is peer tutoring. Peer tutoring is a technique where the students play the roles of a tutor and a tutee. This technique helps students to focus on what is important. By generating questions and answering them, the students review and reformulate their knowledge about the text so that it provides students more chance to enhance their understanding toward the text. The students gain a better understanding of the materials by learning from each other. This article is aimed at describing the use of peer tutoring in teaching reading and what happens with the class when peer tutoring technique is applied. It is hoped that peer tutoring can enhance students’ confidence and motivation in reading class. Besides, the class becomes active and alive. It is, therefore, recommended that teachers use peer tutoring in teaching reading comprehension..</p><p> </p><strong>Keywords: </strong><em>Reading Comprehension, Peer Tutoring, Motivation</em>
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Elbulok-Charcape, Milushka, Evan Grandoit, Lorin Berman, Joshua Fogel, Lauren Fink, and Laura Rabin. "Improving exam performance in an undergraduate statistics course for at-risk students through peer tutoring." Psychology Teaching Review 25, no. 2 (2019): 3–17. http://dx.doi.org/10.53841/bpsptr.2019.25.2.3.
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Peer tutoring is an effective method of improving undergraduate students’ academic performance, especially for those at-risk for poor grades. Peer tutoring has seldom been explored in undergraduate statistics, a difficult but required course for many college majors. The current study investigated the benefits of peer tutoring for 180 demographically-diverse undergraduate students enrolled in an introductory psychology statistics course at an urban public university. We investigated the predictive value of attendance at peer tutoring sessions for in-class examination performance. We also studied the role of help-seeking and self-efficacy. Results indicated that peer tutoring attendance was associated with higher grades for in-class examination among at-risk students. Help-seeking and self-efficacy were not associated with in-class examination scores. Peer tutors can help at-risk students increase scores in statistics courses. Departments offering undergraduate introductory statistics courses should allocate resources to allow for funding of peer tutoring programs.
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Almo de Moraes Coutinho, André, Mariana Rocha, Attracta Brennan, and Pierpaolo Dondio. "Seven Spells and Peer Tutoring: a Collaborative Mathematics Game Experience." European Conference on Games Based Learning 16, no. 1 (September 29, 2022): 38–47. http://dx.doi.org/10.34190/ecgbl.16.1.533.
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Mathematics anxiety (MA) is a negative emotional response to the manipulation of numbers and the solving of mathematical problems, potentially hindering learning and leading to poor maths skills. Digital game-based learning, in which games are used for education, has been recognised as a potential tool for reducing MA and positively influencing learning, information assimilation, and retention. Peer tutoring is an active learning method that reduces MA in addition to benefiting students academically. This study assessed how ’Seven Spells’, a digital maths game developed by our team, affects students’ levels of MA and mathematics performance. We hypothesized that this game could be used in classrooms to control MA and potentialise mathematics learning when combined with peer tutoring. 55 children from two 4th classes in an Irish primary school participated in this study. Over a period of three weeks (two days/week), the groups played the ’Seven Spells’ game with and without peer tutoring. A mathematics knowledge test, including content covered by the game, was administered at the beginning and end of the study to assess the children’s mathematics skills. Game scores were also analysed. At the end of the study, the children participated in an interview, answering questions about the game and the peer tutoring experience. The average game scores increased significantly for the entirety of the children, and also for both groups separately. MA only decreased significantly in the no-peer tutoring group, suggesting that the peer tutoring approach, which was expected to reduce MA, was not successful. No statistically significant differences were found between the peer tutoring and the no-peer tutoring groups in terms of game scores, mathematics errors and MA, further pointing out that the peer tutoring approach was not successful either in reducing MA or in stimulating mathematics learning.
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Fantuzzo, John W., Linda A. Dimeff, and Shari L. Fox. "Reciprocal Peer Tutoring: A Multimodal Assessment of Effectiveness with College Students." Teaching of Psychology 16, no. 3 (October 1989): 133–35. http://dx.doi.org/10.1207/s15328023top1603_8.
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This study assessed the effect of reciprocal peer tutoring on the academic performance of college students, and measured the impact of this procedure on levels of student distress and course satisfaction. Forty-nine students were randomly assigned to one of three experimental conditions: reciprocal peer tutoring (RPT), questions only (QO), and placebo control (PC). There were no significant group differences in demographic variables or pretest scores. Results indicated that the RPT condition resulted in greater improvement in exam scores, reduction in distress, and greater student satisfaction.
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Alegre, Francisco, Lidón Moliner, Ana Maroto, and Gil Lorenzo-Valentin. "Academic Achievement and Peer Tutoring in Mathematics: A Comparison Between Primary and Secondary Education." SAGE Open 10, no. 2 (April 2020): 215824402092929. http://dx.doi.org/10.1177/2158244020929295.
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Peer tutoring in Mathematics has reported academic benefits across many educational levels, from Preschool to Higher Education. However, recent literature reviews and meta-analysis state that students experience higher gains in Primary or Elementary Education (ages 7–12 years) than in secondary education or middle school and high school (ages 13–18 years). This study examined the effects of peer tutoring on students’ mathematics achievement in primary and secondary education under similar settings. 89 students from first, fourth, seventh, and ninth grades participated in the study. The design of this research was quasi-experimental with pretest–posttest without control group. The statistical analysis reported significant improvements for both, Primary and Secondary Education. The comparison between these educational levels showed that there were no significant differences in the increments of the students’ marks. The global effect size reported for the experience was Cohen’s d = 0.78. The main conclusion is that Peer Tutoring in Mathematics reports similar academic benefits for both, Primary and Secondary Education. Future research must be conducted as the superiority of Peer Tutoring in Primary over Secondary Education has yet to be proved in the Mathematics subject.
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Simpson, Richard L. "Peer Tutoring and Students with Autism." Focus on Autistic Behavior 7, no. 4 (October 1992): 16–20. http://dx.doi.org/10.1177/108835769200700402.
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Lantushenko, Viktoriya, Amy F. Lipton, and Todd Erkis. "Teaching basic spreadsheet skills with peer tutoring." Managerial Finance 44, no. 7 (July 9, 2018): 885–901. http://dx.doi.org/10.1108/mf-06-2017-0234.
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Purpose Knowledge of spreadsheet tools like Microsoft Excel is a valuable skill to have in today’s job market. The preliminary assessment of a group of business school students shows that most of them struggle to perform simple tasks in a spreadsheet. The purpose of this paper is to propose using student tutors to teach these skills. Design/methodology/approach The authors identify students proficient in Excel as tutors and organize one-on-one peer tutoring lessons. The authors compare the Excel competency level of students prior to and after the tutoring sessions. Findings The results suggest that most students with minimal Excel skills significantly improve their competency level after tutoring. Originality/value The proposed hands-on approach appears to be effective in helping students acquire basic Excel capabilities.
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Barahona, Elba, Yolanda N. Padrón, and Hersh C. Waxman. "Classroom observations of a cross-age peer tutoring mathematics program in elementary and middle schools." European Journal of Science and Mathematics Education 11, no. 3 (July 1, 2023): 515–32. http://dx.doi.org/10.30935/scimath/12983.
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A growing body of research has shown the positive effects of peer tutoring on students’ academic achievement, self-concept, attitude, social, and behavioral outcomes. There is, however, a paucity of research that focuses on peer-tutoring interventions for Hispanic students. The current study examined classroom practices, as well as program teachers’ and students’ behaviors within a cross-age peer-tutoring program implemented in elementary and middle schools that serve predominantly Hispanic students. Classroom observations were used to investigate the implementation of the peer-tutoring program. The results indicated that the program’s strengths included the development of positive emotions and relationships among students and a classroom environment that fostered warm and supportive relationships. The findings also indicated several weaknesses in the implementation of the program. Practitioners can use the findings to improve the effectiveness of future peer-tutoring programs in mathematics.
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Triadi, Rai Bagus, Syihabuddin Syihabuddin, Yeti Mulyati, and Vismaia S. Damaianti. "Effect of family and peer tutoring programs on reading comprehension skills." Cypriot Journal of Educational Sciences 18, no. 1 (January 25, 2023): 199–214. http://dx.doi.org/10.18844/cjes.v18i1.8211.
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This study aims to study the effectiveness of peer tutoring programs through peers and families in improving reading comprehension skills. This study used a quasi-experimental method involving a sample of 450 elementary school students consisting of 250 and 200 students each to take part in a tutoring program with family members and friends. In addition, this study also involved 450 tutors, a combination of tutors from family members and peers. Students' reading comprehension skills were assessed through pretest and posttest. The pretest and posttest were conducted to see a comparison of the effectiveness of the two tutoring programs in improving reading comprehension skills. Family demographic data were generated through questionnaires and interviews. The results showed that peer tutoring programs conducted by peers and family members were equally effective in improving reading comprehension skills. This peer tutoring program is able to control reading skills intensively and evaluate reading comprehension skills compared to self-assessment. So, peer tutoring programs in general can improve students' reading comprehension skills. The implication of this research is that the role of the family is very vital in supporting student literacy activities. Families must actively participate in helping their child's cognitive abilities. Keywords: Peer tutoring, reading comprehension ability, peer tutoring, family tutoring
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D ALH. HUDU, SAMBO MUH, IDRIS TUKUR, OLAYINKA A. FLORENCE, and SABO SALEH MUHAMMAD. "ANALYSIS OF THE EFFECT OF PEER TUTORING ON ACHIEVEMENT OF STUDENTS TOWARDS ECOLOGY IN COLLEGES OF EDUCATION IN NORTH WESTERN ZONE OF NIGERIA." International Journal of Social Sciences and Management Review 05, no. 02 (2022): 190–201. http://dx.doi.org/10.37602/ijssmr.2022.5213.
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This study investigated the effect of peer tutoring on the achievement of students in ecology in colleges of education in the North-Western zone of Nigeria. The study adopted a quasiexperimental pretest, a post-test control group design. The sample of 128 students from two(2) colleges of education out of seven (7) colleges of education in Kano State from a population of 2900, form the intact classes for the study. Each intact class was randomly selected from NCE 1 Biology students, each arm containing 64 students. Ecology Achievement Test (EAT) was the instrument used in this study for data collection, it was adopted from NCE 1past moderated examination questions that comprise 40 multiple-choice expert-validated questions. The split-half reliability coefficients of EAT were established. Three research questions guided the study and three corresponding null hypotheses were tested at 0.05 level of significance. The experimental group was taught using peer tutoring while the control group was taught using the lecture method. A pretest was administered to both groups. The experimental group was taught ecology using peer tutoring, while the control group was exposed to the lecture method for a period of six weeks. The results showed that the Experimental group (Mean=31.6) perform better than the Control group (Mean=24.9). The result showed that males in the Experimental group achieved higher mean scores (Mean=31.89) than those in the Control group (Mean=23.55.9). Results showed that female students taught using peer tutoring (M = 31.34) perform better than those taught using the lecture method (M = 26.64). From the findings of the study, it was recommended that the Administrations of Colleges of Education in the northwest zone in Nigeria should enforce the use of a variety of approaches in teaching. Such an approach should include the use of social interaction and a cooperative learning approach, the use of lecture methods by teachers should be reduced. Rather, a constructivist approach that calls for social interaction among students should be a dominant approach.
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Brown, William. "Handicapped Students as Peer Tutors." Academic Therapy 22, no. 1 (September 1986): 75–79. http://dx.doi.org/10.1177/105345128602200112.
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Łodej, Monika, and Sylwester Łodej. "Addressing Social-Emotional Learning Needs in Polish Tertiary Education: A Case Study of Reciprocal Peer Tutoring in Remote and Blended Learning Environments." Roczniki Humanistyczne 71, no. 10sp (November 24, 2023): 79–101. http://dx.doi.org/10.18290/rh237110sp-4.
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Until now, peer tutoring as an instructional strategy has not been widely endorsed at Polish universities. The relationship between peer tutoring and the affective domain of learning has received little or no attention. The period of emergency remote instruction triggered by the COVID-19 pandemic elevated the significance of social and emotional learning needs. The restoration of on-campus classes exemplified this need even stronger as students returned to classrooms being more socially and emotionally vulnerable than before. The present study contributes to the ongoing discussion over the significance of peer tutoring as a student-led instructional strategy that directly addresses students’ social-emotional learning needs. By comparing the effects of online reciprocal peer tutoring on English department students’ cognitive and social-emotional development under remote and blended course delivery, this study provides valuable insights into the benefits of reciprocal peer tutoring in different learning environments. The findings highlight the positive impact of online reciprocal peer tutoring on students’ emotions, motivation, self-efficacy, and knowledge gains, as well as the importance of peer support and collaborative learning in improving classroom dynamics and student involvement. These results suggest that reciprocal peer tutoring can be a valuable addition to university courses, especially in the current context of increased demand for online and blended learning opportunities.
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Widiyarti, Gemala, Kevin Ateta Sitepu, and Anggi Pebrina Peranginangin. "PENGARUH METODE TUTOR SEBAYA (PEER TUTORING) DALAM MENINGKATKAN SELF REGULATION MAHASISWA PGSD FKIP UNIVERSITAS QUALITY MEDAN." Jurnal Guru Kita PGSD 7, no. 1 (December 10, 2022): 59. http://dx.doi.org/10.24114/jgk.v7i1.40992.
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The Influence of Peer Tutoring Method In Improving The Self Regulation of Pgsd Fkip Students Quality University 0f Medan. This study aims to determine the effect of the peer tutoring method in increasing the self-regulation of Elementary School Teacher Education students at FKIP University of Quality Medan. Through tutors or peers, it is hoped that there will be potential behavior through organizing lecture material independently in the form of seeking help and providing assistance during the lecture process. This research is an experimental research using a quasi-experimental design with a total of 40 students as the experimental group and 40 students as the control group. The data collection method is to use a self-regulation scale measuring instrument adapted from the Lailiyah scale (2015). Data analysis technique using Paired samples t test. The reliability of the self-regulation scale is 618 which means it has high reliability. The treatment in this study was carried out in 2 meetings. The research results show that the peer tutoring method can improve student self-regulation. This can be seen from the comparison between the results of the pretest and posttest in the experimental group which experienced an increase. The results of the pretest and posttest are reinforced by the results of the paired samples t-test with a significance level of 0.000 <0.05, because it is smaller than 0.05, then Ho is rejected and Ha is accepted. The difference in the average value of the experimental group was 2.732501, which was greater than the average value of the control group, which was 0.52500, meaning that there was a difference in self-regulation between the control group and the experimental group. The results show that there is an influence on the peer tutoring method in increasing student self-regulation.
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Stenhoff, Donald M., and Benjamin Lignugaris/Kraft. "A Review of the Effects of Peer Tutoring on Students with Mild Disabilities in Secondary Settings." Exceptional Children 74, no. 1 (October 2007): 8–30. http://dx.doi.org/10.1177/001440290707400101.
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Researchers reviewed 20 articles on peer tutoring research in secondary settings and addressed demographics of tutors and tutees, content areas in which peer tutors were employed, tutor training required for implementing effective tutoring programs, and the effects of peer tutoring on tutee performance. Generally, peer tutoring in secondary settings results in improved academic performance of students with mild disabilities and could be classified as an evidence-based practice. It appears that training tutors on how to implement instruction produces a large effect on tutee outcomes. Additional research is needed, however, to explore several factors regarding peer tutoring in general education classes and with secondary students with culturally diverse backgrounds.
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Spencer, Vicky G., Thomas E. Scruggs, and Margo A. Mastropieri. "Content Area Learning in Middle School Social Studies Classrooms and Students with Emotional or Behavioral Disorders: A Comparison of Strategies." Behavioral Disorders 28, no. 2 (February 2003): 77–93. http://dx.doi.org/10.1177/019874290302800208.
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This study investigated the use of integrated explicit strategy instruction in social studies classes using a peer tutoring format. Thirty students attending social studies classes in a middle school for students with emotional or behavioral disorders studied social studies content in a crossover design, in which all students received each of two instructional conditions. In one treatment condition, students served as peer tutors using a paragraph summary strategy. In the other condition, students received traditional instruction. After 4 weeks of tutoring, results indicated that students scored higher on content tests and on-task behavior while in the tutoring condition. Qualitative data suggested that students enjoyed peer tutoring relative to traditional instruction and reported that they would like to use it in other classes. Teachers agreed that peer tutoring and strategy instruction had exerted a facilitative effect on student performance. The authors discuss implications for practice.
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Sand-Jecklin, Kari, and Stacy Huber. "Peer tutoring in nursing: Quantitative evaluation of a formalized undergraduate tutoring program." Journal of Nursing Education and Practice 10, no. 2 (November 10, 2019): 55. http://dx.doi.org/10.5430/jnep.v10n2p55.
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Background and objective: Based on the limited literature, a formalized peer tutoring program was developed at the study institution’s School of Nursing to promote the success of academically at-risk students. The evaluation process was designed to guide program improvement as well as to contribute to the available literature related to peer tutoring in programs of nursing. The purpose of this study was to formally evaluate a newly developed formalized peer tutoring program for undergraduate nursing students, to inform other undergraduate nursing programs considering implementing a peer tutoring program.Methods: The peer tutoring program was evaluated using parallel post-experience surveys for tutors and tutees. Participants also completed a Learning and Studying Strategies Questionnaire, to determine if strategy use differed between the two groups.Results: There were no statistically significant differences in learning/studying strategies used by tutors and tutees, with both being predominantly superficial strategies. Tutors and tutees evaluated the tutoring program overwhelmingly positively. A few students did make suggestions for improvements in the payment system and suggested making tutoring more widely available.Conclusions: The formalized peer tutoring program is a valuable asset in promoting the academic success of undergraduate nursing students. Minor changes to the program have been made according to student suggestions.
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Jediut, Mariana, and Fransiska Jaiman Madu. "PENGGUNAAN METODE TUTOR SEBAYA DALAM MEMBANTU PESERTA DIDIK YANG BERKEMAMPUAN RENDAH PADA TINGKAT SEKOLAH DASAR." JIPD (Jurnal Inovasi Pendidikan Dasar) 5, no. 2 (July 29, 2021): 134–40. http://dx.doi.org/10.36928/jipd.v5i2.859.
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Abstract
Education is related to learning and the implementation of learning is always related to learning methods. The learning method is an ordinary thing that is always discussed and even some people consider it to be an unimportant issue. This study aims to describe the use of peer tutoring methods in helping elementary school students with low abilities. This research uses literature study method. The data collection is done by tracing various relevant literatures. Data were analyzed using descriptive and comparative methods. The results of the study show that the use of peer tutoring methods can improve the ability of elementary school students. The implementation steps are 1) to recruit students with good abilities; 2) capture low-ability students; 3) the formation of heterogeneous groups; 4) determine the material for each group; 4) tutor guidance; 5) determining the schedule of activities; 6) checking the results of peer tutoring activities; 7) follow-up.