Abstract
The study used peer tutoring to teach pre-service teachers to improve their performance in physics at Atebubu College of Education in Ghana. To achieve the purpose of the study an action research design was used. A total number of 140 were purposively selected. Quantitative data was collected from pre-service teachers using achievement test and questionnaire as the main research instruments. Through the analysis of the quantitative data using percentages, means, standard deviation, it was found that the pre-service teachers’ performance in physics was enhanced as a result of the peer tutoring method adopted for the study. It was recommended that, Science tutors at the Colleges of Education are encouraged to adapt to the teaching and learning of scientific concepts through peer tutoring means as the findings of the study has shown that peer tutoring teaching and learning of physics help reduce students’ forgetfulness and recitation of scientific concepts.
Highlights
Peer Tutoring Strategies have been found to tremendously enhance achievement (Jibrin and Zayum, 2012), enhance group learning and promote personal effort of science students (Adekoya & Olatoye, 2011, Adedeji, 2013)
Where A/% = the percentage of pre-service teachers who agreed to each statement D/% = the percentage of pre-service teachers who disagreed to each statement * = the item which was coded in the reverse order to all other items
The results show that 91% of the pre-service teachers who participated in the study with a mean (M= 1.7, SD= 0.7) indicated that they agreed with Item 19 which states: “Students will be exposed to some challenges in the teaching and learning of physics”
Summary
Peer Tutoring Strategies have been found to tremendously enhance achievement (Jibrin and Zayum, 2012), enhance group learning and promote personal effort of science students (Adekoya & Olatoye, 2011, Adedeji, 2013). Both the teacher and the mentor have the ability to use popular language in combination with the technical language of science to discuss concepts of science at a social level. This is in contrast to the objectivist science teaching in which the teacher uses highly specialized language of science in precise and unchanging ways of describing the working of the “real world” with the attempt to transfer knowledge directly from the teacher’s mind to students’ mind (Windschitl, 2002).
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