The Effects of Peer Tutoring Strategy On Student-Teachers’ Academic Performance in Linear Equations in Algebra (Published)
Peer tutoring in recent times has garnered significant academic attention within education as a cornerstone of cooperative learning and a pivotal instructional method for inclusive education. This study specifically investigated the impact of peer tutoring on mathematics academic performance among student-teachers. Grounded in positivist philosophy, the study employed a pre-test, post-test quasi-experimental design with two intact classes: fifty student-teachers in the control group (receiving traditional instruction) and sixty in the experimental group (engaged in peer tutoring). Academic achievement was evaluated using the Linear Equation in Algebra Test (LEAT), a 30-item multiple-choice objective test designed to measure proficiency in algebraic concepts. The results indicated that student-teachers in the peer tutoring group achieved higher scores on the LEAT compared to those in the traditional instruction group. This outcome underscored the efficacy of peer tutoring in enhancing academic performance in mathematics. Based on these findings, it is recommended that teachers adopt peer tutoring instructional strategies in their classrooms to improve student-teachers’ academic outcomes. Peer tutoring not only facilitates deeper learning through collaborative interaction but also promotes a supportive learning environment conducive to academic growth and achievement. This approach aligns with inclusive education principles by fostering peer support and active student engagement in the learning process.
Keywords: : Academic Performance, Algebraic Linear Equations., Instructional strategy, Peer tutoring, student-teachers
Effects of Classwide and Reciprocal Peer Tutoring Strategies on Students’ Mathematical Problem-Solving Achievement in Electricity Concepts in Physics (Published)
The study was designed to determine the effects of classwide and reciprocal peer tutoring strategies on students’ mathematical problem-solving achievement in electricity concepts in physics. The design of the study was experimental; specifically the randomized post-test only control group design. The sample consisted of one hundred and twenty senior secondary two (SS2) physics students drawn using simple random sampling technique from three out of the eight public secondary schools in th e study area and randomly assigned as the two experimental groups and one control group respectively. Three research questions and three hypotheses guided the study. Treatment consisted of teaching electricity concepts to the experimental groups using the classwide peer tutoring and reciprocal peer tutoring strategies while the control group was taught using a format not structured after the above strategies. Electricity problem solving test in physics (EPTP) was the instrument used for data collection. A One-way Analysis of Variance (ANOVA) was used to test the hypotheses at 0.05 level of significance. Results revealed a significant difference in the mathematical problem-solving achievement of students among the groups. Post hoc multiple comparison using LSD t-tests was carried out, showing that physics students exposed to classwide peer tutoring strategy performed significantly better than students that had been exposed to reciprocal peer tutoring strategy and control group strategy. Based on the findings, some recommendations were made.
Keywords: Peer tutoring, classwide peer tutoring (CWPT), reciprocal peer tutoring (RPT)., tutee, tutor