Abstract
<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>
Highlights
Peer tutoring is an organized learning experience in which one student serves as the teacher or tutor, and one is the learner or tutee
The result revealed that, the experimental group students 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
The results demonstrated higher average retelling scores for the students who were engaged in the peer tutoring activity
Summary
Peer tutoring is an organized learning experience in which one student serves as the teacher or tutor, and one is the learner or tutee. It gives students an opportunity to use their knowledge in a meaningful, social experience (Conrad, 1974) Tutors reinforce their own learning by reviewing and reformulating their knowledge. Both tutors and tutees gain self-confidence (Howard et al, 1986), the tutor by seeing self competence in his or her ability to help someone and the tutee by receiving positive reinforcement from peers. It is a very old practice traceable back at least as far the ancient Greeks. Later it was realized that the peer tutoring interaction was qualitatively differ from that between the teacher and a student and involved different advantages and disadvantages
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