Effectiveness of Peer Tutoring on The Academic Achievements of Tutors and Tutees With Respect to Knowledge, Comprehension and Application Levels of Cognitive Domain

Abstract

Peer tutoring provides an opportunity to students of diverse abilities to work on academic tasks in pairs, in a democratic, cooperative and friendly approach. In this context, the study was an attempt to analyse how peer tutoring played the said role in enhancing the academic achievements of tutors and tutees at secondary level in reference to the key levels (knowledge, comprehension and application) of the cognitive domain. The study explored data from 40 purposefully selected participants of ANSI school Mardan, by applying the Pre-test Post-test Equivalent Group Design and conducting achievement tests before and after the treatments in order to accomplish the target objectives. The analysis of the data through inferential statistics (t-test) confirmed that though the tutors of the experimental group achieved better score at knowledge and application levels of the cognitive domain; however, they were not better in the comprehension level on post-test in compare to the high achievers of the control group. In the same way, the performance of the tutees of the group under investigation was significantly better with regards to academic ability, knowledge and comprehension at cognitive domain; however, at the application level there was no significant difference as compare to their correspondent low achievers of the controlled group. In the light of the findings it was concluded that the academic performance of the tutors as well as the tutees was significantly affected by peer tutoring.