Peer Group Teaching Research Articles

Examining Professional Training and Continuing Education of Teachers in the Junior High Schools of the Upper West Region of Ghana

Purpose: Policy document on continuing education and training of teachers after entering the workforce emphasizes that teachers are expected to partake in their career professional training. However, the Ministry of Education (2018), explained that the policy implementation challenges make the policy only good on paper and, make it appear ineffective in Ghana. The study examined the avenues for continuing education, the determinant variables, and the outcomes of continuing education in the region.
 Methodology: Survey Design, qualitative and quantitative approaches, and Multi-Stage Cluster Sampling technique were used in addition to an interview guide and a questionnaire for the data. The analysis was done with the help of the Statistical Package for Social Scientists in the form of charts, percentages and quotations from key informants.
 Findings: Avenues for continuing education were teacher licensing, inductions, schools and field visits, promotions, workshops, seminars and conferences, collegial discussions, peer group teaching, mentoring, and teaching portfolio. The determinant variables when correlated affected the avenues of continuing education. variables like gender, current educational qualification, the necessity to have incense before being qualified to teach, and being licensed as a teacher were positively related but statistically insignificant. However, marital status was negatively related to teachers’ opinions but positively related to promotion. The outcomes of professional training and continuing education included enhanced certification, reflective practitioners, lifelong learning, progressive schemes of service, and subject specialisation. Also, the teachers’ marital status had a consequential positive relationship with promotion, current education qualification, and license as a teacher.
 Unique Contribution to Theory, Policy and Practice: Continuing education, professional training, and continuous education skills are intertwined, an indication of its importance to the teacher and a wakeup call to the government for effective implementation of the policy and put in strategies to improve teachers’ skills. Also, the Human Capital Theory has been tested ant it reinforced the use of professional training and continuing education avenues for the career growth of the teachers, The Change Theory of In-service Training was also in consonance with the findings of the study and therefore, be upheld. These are significant contribution to knowledge. Teachers should give attention to continuing education and training in order to acquire more knowledge in the Region also, a call for vigorous sensitisation crusade by the study to persuade all teachers in the region to go for further education and training is in the right direction.

Effect of Menstrual Hygiene Education Based on Peer and Small Group Teaching Methods on Hygiene Behaviors in Female Adolescents: A Comparative Study

Menstrual hygiene education in adolescence is an important factor to prevent fertility problems. The present study aimed to compare the effect of menstrual hygiene education based on peer and small group teaching methods on hygiene behaviors in female adolescents. This randomized controlled clinical trial was performed on 90 high school students in 2018. Three high schools in Mashhad, Iran, were allocated to three groups by drawing lots. The peers and small groups were provided with educational content within a month and over four sessions, respectively. Moreover, the control group received routine education. The data were collected by a researcher-made questionnaire before and after the intervention and analyzed by SPSS software (version 16) using the analysis of variance, as well as Chi-square and Kruskal-Wallis tests. According to the Kruskal-Wallis test, the three groups were homogeneous regarding age (P=0.12). Furthermore, the mean scores of hygiene behaviors in the intervention groups (after the intervention) were significantly higher than in the control group (P<0.001) and higher in the peers than in the small groups (P<0.001). It is recommended to employ peer teaching on menstrual hygiene by health planners.

Natural peer group approach as a learning strategist for maximizing dental health education in school-age children

Aim: To find out a natural peer group approach toward the knowledge of the dental and oral fields effectively. Materials and Methods: This research is a quasi-experimental research with before–after study design. This study comprising 77 students for total sampling method was conducted on grade 4–5 students (aged 10–11 years). Data collection method used is by way of pretest and posttest for measuring data of oral and dental health knowledge. Sociometric questionnaire was administered to the students in order to identify the condition of the formation and reference character of natural peer group. The third data are the primary data obtained directly from the research respondents. The researcher provided dental and oral health intervention to the peer group reference before the peer group reference was allowed to mingle with peer group members without control and supervision during the effective 2x day school. The evaluation process was confirmed the shared information from the group leader with Oral Health questionnaire. This method conducted to find out the effectiveness of Oral Health Education counseling through Natural Peer Group teaching method. The data were analyzed by the comparative method using Statistical Package for the Social Sciences software version 17.0 (SPSS, Chicago, IL). Results: There is an increase in grade averages in grade 4 (P = 0.783) members’ score, and a decrease in grade 5A (P = 0.202) and 5B (P = 0.725) members’ score. In both grade 4 and 5 leader students, all the posttest values increase, but only grade 5 has a significant difference (P = 0.047 an P = 0.006). Conclusion: Natural peer group learning is not suitable for dental health education counseling method.

PENERAPAN METODE PEER GROUP TEACHING DALAM PROSES PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) UNTUK MENINGKATKAN HASIL BELAJAR SISWA

The development of quality education in the teaching and learning process must be able to choose and apply various approaches and methods to improve student learning achievement. The quality of learning achievement of students in Islamic Education (PAI) subjects with scores below the KKM (Not Complete) reaches 70%. Even though the minimum completeness criteria (KKM) of PAI subjects in class VIII 2 of Kuantan Hilir 1 Junior High School are 77. Therefore, this study was tried to deal with the problem of low student learning outcomes. One method that can be applied is the Peer Group Teaching method. The Peer Group Teaching method provides an opportunity for students who have completed learning to provide assistance to their peers, so they will not be awkward to ask if something is unclear.&lt;p&gt; The purpose of this study were: (1) to determine the application of the Peer Group Teaching method in PAI Subjects in Class VIII 2 of Kuantan Hilir 1 Junior High School, (2) to find out the application of the Peer Group Teaching method to improve results student learning in PAI learning in class VIII 2 of Kuantan Hilir 1 Junior High School.&lt;/p&gt;&lt;p&gt; This study uses a Classroom Action Research (CAR) design of 3 cycles, namely pre-cycle, Cycle I and Cycle II. Each cycle consists of one meeting and four stages, namely: (1) action planning stage; (2) the stage of implementation of the action; (3) observation stage; (4) Analysis and reflection stages. The target of this study was class VIII 2 of Kuantan Hilir 1 Junior High School. Meanwhile, the data obtained in the form of the results of competency test and observation of group learning activities.&lt;/p&gt;&lt;p&gt; From the results of research data analysis, PAI learning with the use of the Peer Group Teaching method (peer tutoring) can improve student learning outcomes. This is evident from 30 students, 26 students (87%) have reached the specified KKM, 77, although there are 4 (13%) students who have not achieved individual completeness. But this has exceeded the set of success indicators as many as 80% of students reach KKM (Completed).&lt;/p&gt;&lt;p&gt; However, it seems that further efforts are still needed in empowering student learning outcomes in the school. The teacher is expected to deliver material not only with oral and monotonous information but also by using various learning methods. In addition, it is expected that this learning model can be used as one of the PAI learning alternatives because with this method students become more active in thinking and doing during teaching and learning activities.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;&lt;em&gt;Keywords&lt;/em&gt;&lt;/strong&gt;&lt;em&gt;: Peer Group Teaching Method&lt;/em&gt;&lt;em&gt;;&lt;/em&gt;&lt;em&gt; Learning Outcomes&lt;/em&gt;&lt;em&gt;;&lt;/em&gt;&lt;em&gt; Islamic Education&lt;/em&gt;&lt;/p&gt;

Implementation of Immersive Classroom Simulation Activities in a Mathematics Methods Course and a Life and Environmental Science Course

This study investigated the influence of immersive classroom simulation activities on the development of elementary pre-service teachers in two separate mathematics and science education courses that simultaneously focus on pedagogy and content. Participants submitted written personal reflections about their teaching experiences using the immersive classroom simulation activities. These reflections were analyzed for common emergent themes within and across courses. The participants discussed the benefits of the immersive classroom simulation activities in their written personal reflections. They viewed the experience as helpful in developing their skills as a practicing teacher in mathematics and science. Specifically, participants identified three sub-themes including: (a) the immersive classroom simulation activities as being beneficial by providing more authentic real-life teaching experiences than those experienced during peer-group teaching activities; (b) the importance of holding complete and appropriate understandings of content when teaching mathematics and science; and (c) the role of deep content knowledge in the process of developing high quality questions for students. This study has shown immersive classroom simulation activities to be a viable alternative for teacher education programs to engage elementary preservice teachers in developing skills regarding classroom mathematics and science discourse.

Comparing students’ rate of learning through lecturing and peer group teaching and study their viewpoints

Comparing students’ rate of learning through lecturing and peer group teaching and study their viewpoints

PERAN PEMBELAJARAN MENGGUNAKAN TUTOR TEMAN SEBAYA DALAM MENINGKATKAN PERILAKU REMAJA TENTANG PENDEWASAAN USIA PERKAWINAN

ABSTRACT: Based on Health Research Data in 2010 about early marriage found that Indonesian women married in the age about 10 to 14 years old 0,2%, and in the age 15 to 19 years old 11,7%. Those problem can be anticipated by giving the teenagers an education about maturation age of marriage. This research aims to notice the role of peer group teaching approach to increase teenagers behavior about maturation age of marriage system in teenagers organization of Abiansemal District, Badung Regency. This designed with Experiment Pretest and Posttest Control Group Design. The variables are knowledge, attitude, and practice about maturation age in marriage, with the interval scale. The data was collected by test, which are written test. There were 17 cases had been found. Sixs cases were intervention group and 11 cases were control group. This research fount significan deferen betwine behavior about maturation age of marriage system in teenagers organization of Abiansemal District, Badung Regency.Teenagers behavior about maturation age of marriage system in case intervention group before and after learning (p=0,046).in case control group (p =0,005). Conclution the role of peer group in teaching approach to increase teenagers behavior about maturation age of marriage system in teenagers organization of Abiansemal District, BadungKey word : Peer group, Teenagers, behavior, Maturation age of marriage

Using Système-D In A Classroom Environment

The purpose of this paper is to provide an evaluation of the effectiveness of Système-D, a composition resource tool, in a first-year university level advanced language classroom environment, incorporating a simple text editor, a small bidirectional French-English dictionary, a lexicon of thematically related vocabulary and phrases, and elementary grammar notes. Système-D has great potential to enhance basic writing skills. Unfortunately, on their own, few students show themselves willing or able to profit from what Système-D has to offer. Maximum exploitation of the program requires its integration into the curriculum and the classroom. When used as a vehicle for directed text manipulation exercises. In combination with peer group teaching, Système-D can lead to welcome improvements in grammatical accuracy. The active involvement of the instructor in the process, however, is crucial to its success. Complete control of Système-D's functions and a thorough knowledge of the contents of its data bases are a sine qua non for the selection of topics, preparation of exercise texts, and provision of supplementary pedagogical materials.

The Effect of Physical Education Peer Group Teaching Program on Social Ability and Adaptability to School Life of Highschool Student with Learning Disability

The Effect of Physical Education Peer Group Teaching Program on Social Ability and Adaptability to School Life of Highschool Student with Learning Disability

Applying knowledge‐enabling methods in the classroom and in the workplace

There is a gradual shift away from traditional teaching and training methods based on academic research models to unstructured, learner‐centered programs designed to meet the specific needs of learners. Knowledge management processes and teaching methods used in three graduate courses in industrial/organizational psychology are presented in this paper. Learner‐enabled models, peer group teaching and mentoring, discussion groups, and experiential learning exercises were used in the classroom. Goals were to help learners acquire and develop a useful base of relevant explicit and tacit knowledge; to encourage learners to make better use of what they already know; and to more closely align classroom learning with specific job requirements. Practical applications were to prepare students to meet workplace demands; to create methods to transform information into useful classroom and work‐related knowledge; to tie employees’ learning goals to the mission, goals, objectives, and strategies of the organization; and to develop ways to recruit and retain highly talented workers.

The use of interprofessional peer examiners in an objective structured clinical examination: can dental students act as examiners?

To assess whether final year dental students could act as reliable examiners within an Objective Structured Clinical Examination (OSCE) by comparison with results obtained by an experienced member of staff. A station testing examination of the mouth was included in the second year medical undergraduate summative OSCE examination. Concurrently run in three different examination venues on the Ninewells Hospital campus. 147 medical students and 3 pairs (A, B, C) of examiners. Each examining pairing consisted of one member of staff and one dental student (blind to each other's marking). A checklist of 13 tasks to be performed was provided to the examiners. One mark awarded for a completed task, no mark for no attempt at the task, and half a mark for attempt at task. Paired results were available for 125 medical students. Using Mann-Witney analysis, the non-parametric 95% confidence intervals for the difference in scores between the 3 paired teams were group A (-0.5, 0), group B (-0.5, 0.5), group C (-0.5, 0). In only 4 students (out of 125) did the difference between the individual pair differ by 2 or more marks. On the basis of this pilot study final year dental students may be used as examiners in OSCEs where basic technical skills are to be evaluated. This development from peer group teaching provides further evidence supportive of interprofessional education.

Low-Level Radioactive Waste Disposal: An Exercise in Dealing with Pollution

A problem-based learning exercise based upon the need for society to dispose of low-level radioactive waste is presented. The exercise is structured as a classroom-centered group problem-based learning module, whose exploration will occupy at least two-three weeks of class time. The goals are to increase student understanding of chemistry and its relationship to ethics and political decision-making. The problem exploration uses information cards to facilitate peer-group teaching and learning.

Facilitating peer group teaching within nurse education

Nurse teachers have an obligation to explore every teaching and learning method in order to prepare students to be able practitioners. In the wider educational field peer tutoring has been used to foster a deeper understanding of a subject area. Experiments using this method have been carried out extensively in America and are becoming more widespread in this country; however very little material is available on the use of this method in nurse education. The following article explains the use of peer tutoring as a method for developing teaching skills amongst student nurses. Two groups of learners were used in this exercise, the senior learners acting as peer tutors. Evaluation by nurse teachers and both groups of learners was favourable and the peer tutors were able to identify the benefits they received from the exercise.

Peer group teaching and the composition class

The writing process has received relatively little attention in research on foreign language teaching, yet writing is a valuable communicative skill which fosters the clear expression of thought and feeling. It is a means of (self-)discovery as well as a linguistic discipline. Peer groups have been found to be valuable at various stages in the writing process, and a course is described and evaluated which uses them at the pre-writing and revision stages as a (cost-free) supplement to teacher instruction and evaluation.

One teacher, many levels

Every teacher is obliged to face the reality of dealing with learners of mixed ability. In language teaching, particularly, the variables arising from the background of each learner are numerous, and it has been normal practice to teach to the level of the “average” learner. The weak and the strong manage as well as they can with occasional advice when time allows. Each student has different needs and until recently little attempt was made to identify them or cater for them individually. A course labelled “For Beginners” invariably attracts enrolments from students of mixed ability. The chances are that genuine beginners in the language are soon discouraged by the accelerating tempo of the course as the weeks go by. They are further dismayed by the realization that the teacher's expectation is based on the standard set by other course members who, far from being beginners, already have a good working knowledge of the language. After a disastrous initial experience in the first year that a course of this kind was run, resulting in a rapid rate of fall-out, it was decided that a different approach should be tried. This article describes a pilot scheme designed to provide both teacher and learner with the means whereby some of the problems inherent in teaching a foreign language (in this case, French) to a group of students of different levels might be solved. The course makes extensive use of language laboratory and peer group teaching.

An Inquiry: Peer Group Teaching in Freshman Writing

An Inquiry: Peer Group Teaching in Freshman Writing

An Inquiry: Peer Group Teaching in Freshman Writing

An Inquiry: Peer Group Teaching in Freshman Writing