Peer Tutoring Research Articles

Improving Students' Interest in Learning Mathematics as an Effect of Covid-19 Pandemic through Cooperative Model Peer Tutor Technique

This study aims to increase students' interest in learning mathematics covid-19 pandemic effects through a cooperative model of peer tutoring techniques. The subjects of this study were students of class XI IPA I SMA Muhammadiyah 09 Aek Kanopan, totaling 30 students. The method used is quantitative research experimental research design, which aims to increase students' interest in learning. With the cooperative method of peer tutor technique, students are expected to be more active in discussing in groups during the learning process. At the same time, the teacher acts as a moderator or facilitator. Proven by a questionnaire analyzed and expressed in the form of a percentage calculated using the average value percentage formula. The results showed that students' interest in learning increased from 51.05% to 80.30%. It is clarified by student learning outcomes from 5 students who can answer questions from 30 students. This shows that students' interest in learning has increased. Researchers recommend this peer tutor method to be part of the mathematics learning strategy at the high school level. The schools and the teachers can consider applying this model as part of a more effective learning approach.

Exploring the Peer Tutor Experiential Learning Process

While peer tutoring is a valued experiential activity, little is known about the peer tutoring experience and its relationship to desired 21st century outcomes of college. This paper features the results from a multi-institution study of the characteristics and benefits of peer tutoring for tutors. The National Survey of Student Engagement was administered along with a set of experimental questions specifically designed to interrogate the process of peer tutoring at 30 four-year institutions. In general, peer tutors who identified as seniors in college showed patterns of engagement and gains in learning and personal development that exceeded substantially those of their non-tutor counterparts, especially for those who received training and feedback from supervisors. The findings have implications for tutoring program administrators, experiential educators, and others to enhance the effects of peer tutoring and other experiential learning activities.

A meta-analysis of almost 40 Years of research: Unreleasing the power of written expression in students with learning disabilities

The current meta-analysis aims at identifying the most effective interventions for students with Learning Disabilities (LD) in improving writing expression over the last 40 years. Specifically, the main purpose of this review was to evaluate the efficacy of interventions focused on writing and integrated reading and writing for students in Grades PreK-12. The review examined a total of 39 experimental and quasi-experimental studies to determine which interventions demonstrated greater effectiveness in enhancing student outcomes. An average effect size (ES) was calculated for all 44 interventions. Additionally, average effect sizes were calculated for 12 intervention categories: sentence combining instruction, pre-writing activities and strategy instruction, process writing without modeling, adding self-regulation to strategy instruction, feedback, no feedback, goal setting, no goal setting, peer tutoring, no peer tutoring, self-efficacy and no self-efficacy. The findings demonstrated that the interventions consistently improved students' writing quality, with the addition of self-regulation to strategy instruction proving highly effective. Moreover, it was found that multicomponent programs incorporating different practices demonstrated their effectiveness in enhancing written expression. Positive outcomes were obtained by implementing interventions into practice in small groups through systematically organized sessions and encouraging cooperation between researchers and educators.

Game-based learning enhances students' understanding of endocrine physiology in veterinary medicine.

Endocrine physiology is a complex subject for students. Game-based learning (GBL) and case-based learning (CBL) are active methodologies that are widely used because of their potential for motivation and greater proximity to the reality of modern students. We evaluated the effectiveness of GBL and CBL among veterinary medicine students compared with a control group using peer tutoring. Students (n = 106) from two institutions volunteered to participate in this study. The participants were submitted to a pretest questionnaire and subsequently were divided into three paired groups by their performance on the pretest exam: 1) traditional class + peer tutoring, 2) traditional class + GBL, and 3) traditional class + CBL. After the students completed the activities, their performance was once again evaluated by applying a new test with the same initial 10 questions and another set of 10 different questions. The students' perceptions and satisfaction with the methodologies and learning strategies were assessed. Anxiety was assessed with the State-Trait Anxiety Inventory before and after the conventional class and after the active methodologies. The GBL group significantly improved their correct answers compared with the baseline (P < 0.05), with no significant difference from CBL and peer tutoring. Anxiety levels did not differ regardless of the time of evaluation or the teaching methodology applied. GBL promoted a greater perception of the stimulus for self-study and problem-solving ability and contributed to the development of group dynamics compared with the group who received CBL (P < 0.05). In conclusion, GBL showed better results than peer tutoring and CBL.NEW & NOTEWORTHY We compared the supplementary use of game-based learning, case-based learning, and peer tutoring in the study of endocrine physiology by veterinary students and observed a slight advantage for game-based learning over the other two methodologies. The game was developed by the authors and is an unprecedented tool that can prove useful to improve knowledge acquisition in students of veterinary medicine. Thus, game-based learning is an effective supplementary teaching strategy.

The TEI Program for Peer Tutoring and the Prevention of Bullying: Its Influence on Social Skills and Empathy among Secondary School Students

Bullying is a phenomenon that afflicts millions of students around the world, severely harming their emotional and psychological well-being. In response to this challenge, the TEI program (Tutoría Entre Iguales or Peer Tutoring) has been developed as a bullying prevention strategy, aiding students in acquiring social skills and emotional strategies for conflict resolution. The purpose of this research is to examine social skills and empathy among different actors involved in bullying (non-involved, victim, bully, and bully-victim) among secondary school students and to evaluate the impact of the TEI program on the development of relational competencies. A comparative, ex post facto study was conducted in three schools where the TEI program has been implemented (TEI schools) and three where it has not (non-TEI schools). A total of 738 secondary school students (ESO) participated in the study, using a standardized questionnaire to evaluate their perception of bullying. The results of this study demonstrate higher levels of assertiveness and empathy in the non-involved and victim groups. However, lower levels of conflict resolution skills were found in the bully-victim group. In TEI schools, a higher percentage of students not involved in bullying and a lower percentage of bully-victims were observed. Additionally, students in TEI schools scored higher in assertiveness, conflict resolution skills, social skills, and empathy. These findings highlight the importance of developing students’ relational competencies and implementing strategies for bullying prevention to create a safe, healthy, and positive learning environment in schools.

Meningkatkan Hasil Belajar Tari Melalui Metode Tutor Sebaya bagi Kelas VIII MTsN 11 Agam

This study aims to explain and describe how to improve student dance learning outcomes using the peer tutor method in class VIII MTsN 11 Agam. This type of research carried out is class action research (PTK) which is carried out in 2 cycles. The subjects of the research were students of class VIIIF MTsN 11 Agam totaling 23 people. The data collection techniques used are observation and documentation. The results of this study show that dance learning using the peer tutor method is successful in improving the learning outcomes of class VIIIF MTsN 11 Agam students. It can be proven that before using the peer tutor method, the average score of students in the first cycle under KKM, which is 74.78 with KKM 78. Meanwhile, in cycle II, student learning outcomes with the peer tutor method increased by an average of 82.39. So it can be concluded that the application of learning through this peer tutor method can improve the learning outcomes of MTsN 11 agam students.

Metode Pelatihan Tari pada Pengembangan Diri di SMP Negeri 40 Padang

This study aims to identify and describe the dance training model for dance self-development at SMP Negeri 40 Padang. This type of research is a qualitative research with descriptive method. Research instruments, researchers themselves and assisted with supporting instruments such as laptops, stationery and cameras. Observation and documentation data collection techniques. The steps to analyze the data are data reduction, data presentation and conclusion. The results showed that the peer tutoring method, the demonstration method, and the dance training group method for the self-development of the art of dance at SMP N 40 Padang had produced student activities and skills well. This is evident from the results of observing student activity from the first meeting to the last meeting. There was an increase in student activity from the first meeting to the fourth meeting. Likewise with students' skills in performing motion in terms of technique and memorization of motion.

Comparison of Qur'an Hadith Learning Results from TGT, Peer Tutoring, and STAD Models Based on School Background Factors

This research aims to compare the learning outcomes of Qur'an Hadith among three cooperative learning models, TGT, Peer Tutoring, and STAD, based on students' school backgrounds. This quantitative study used a comparative method to analyze data with SPSS 27 and the Two Way ANOVA test. The results revealed significant differences in Qur'an Hadith learning outcomes between students using the TGT model and those using Peer Tutoring, as well as between TGT and STAD (Sig.2-tailed &lt; 0.05). However, there was no significant difference in learning outcomes between Peer Tutoring and STAD (Sig.2-tailed &gt; 0.05). There was also no significant difference based on students' school backgrounds (SD, MI) (Sig. &gt; 0.05). Furthermore, there was no interaction between the Learning Model and School Background in determining students' Qur'an Hadith learning outcomes (Sig. &gt; 0.05). Overall, TGT proved to be the most effective teaching model in enhancing students' Qur'an Hadith learning outcomes, while students' school backgrounds did not influence these results.

The Usefulness of Peer Tutoring and its Impact on Nursing Students’ Academic Performance, Psychological Empowerment, and Satisfaction: Pre-Post Design

Introduction The entry to a professional course such as nursing is challenging for the students, due to its multifaceted curriculum and learning expectations. Objectives This study investigates the impact of peer tutoring on academic performance, psychological empowerment, and satisfaction among first-year nursing students. Methods A quantitative approach with one-group pre-test post-test design was utilized. The study participants were 104 students, with 98 completing both pre- and post-test assessments. Results Findings revealed a significant increase in academic performance following peer tutoring (t = 8.97, p &lt; .001), particularly among female participants (t = 4.14, p &lt; .001). Analysis of perceived usefulness showed higher ratings among peer tutors compared to tutees (t = 4.380, p =&lt; .000). Additionally, students with lower GPAs (Grade Point Average) demonstrated significant improvement in academic performance post-tutoring in the ANOVA (F = 6.214, p &lt; .001). A positive correlation was found between psychological empowerment and the perceived usefulness of peer tutoring. Peer tutors reported high levels of satisfaction and positive experiences (r = 0.639, p = 0.001). Conclusion This study emphasises the value of peer tutoring in enhancing academic outcomes and highlights the significance of demographic variables in educational interventions. The need for widespread implementation of peer tutoring programs, personalized approaches addressing gender biases, and comprehensive support for students with diverse academic backgrounds would enhance academic outcomes. The correlation between psychological empowerment and the perceived usefulness of peer tutoring climaxes the importance of addressing students’ psychological needs in educational interventions.

Contribuições e desafios do ensino entre pares em estudantes de terapia ocupacional na realização de um projeto de intervenção socioeducativa

Abstract Introduction The versatility of peer tutoring is an attribute that allows this teaching-learning strategy to be used to meet different needs of university students, however, there is still a knowledge gap regarding its contributions when combined with other teaching methodologies. Objective Analyze the contributions and challenges of peer tutoring when used as a learning support methodology in the framework of a socio-educational intervention project to reduce public stigma towards people with a psychiatric diagnosis. Methodology Qualitative methodology producing data through an online questionnaire answered by 80 students, six peer tutors and six teachers participating in the experience. The data was subjected to a thematic content analysis. Results Three central topics emerge: 1) attributes of peer tutoring that favor learning; 2) relationships between peer tutoring and project-based learning and 3) aspects that interfere with learning during a project. Conclusions Peer mentoring is a strategy that used in the framework of project-based learning provides effective and meaningful support for the successful implementation of a socio-educational intervention. It is essential to prepare the mentors in their work by generating spaces for permanent feedback with the teaching staff to strengthen their cognitive and attitudinal competences, at the same time, it is necessary to train the mentees about the specific purposes of this strategy.

Unveiling the Secrets of Teaching Mathematics to Students with Special Needs: Challenges, Strategies, and Educator Insights

This study explores innovative strategies for teaching mathematics to students with special needs, focusing on the significant challenges educators face. Utilizing a qualitative research design through a case study method, data were gathered through semi-structured interviews with five experienced mathematics teachers in the Davao region, Philippines. Key challenges identified include inadequate training, poor communication with parents, difficulties in teaching basic mathematical concepts, short retention spans, and a lack of educational resources. These challenges highlight the need for specialized training and continuous professional development for teachers. The study identifies effective strategies to address these challenges, such as differentiated instruction, collaboration with co-educators, parent-teacher engagement, peer tutoring, and the integration of manipulatives and ICT in teaching. These approaches are shown to improve mathematical learning and cognitive engagement for students with special needs. The research emphasizes the importance of a supportive learning environment and the necessity for teachers to stay updated with the latest instructional methods and resources. The findings advocate for comprehensive support systems in inclusive education, aiming to enhance mathematical achievement and overall educational outcomes for students with special needs.

Academic Strategies and Behavioral Management Interventions for Children with Attention Deficit Hyperactive Disorder (ADHD). A Survey of Literature.

Globally ADHD affects between 5 to 12 % of school going children (APA, 2013), with 9 to 80% of those children having learning difficulties in school (Ghahramani et al., 2016, Birrah et al.,2018). Yet it is recommended that behavioral therapy is the first line of treatment for children with ADHD (APA 2013, CHAD 2021). From this perspective, strategies for academic and behavioral management interventions are very critical especially to the teacher and parent/caregiver. The major purpose of this review article was to identify, explore and review studies that came up and implemented strategies for academic and behavioral management interventions to address challenges of children with ADHD.A literature search was conducted to identify studies on the topic of ADHD interventions and particularly those with findings on academic and behavioral management intervention strategies, conducted in the period between 2000 to 2022 and written in English were considered, a total of 40 studies met the criterion for inclusion and only (16) sixteen of those were reviewed. The findings of the review implicated that the interventions strategies that targeted both the teacher and the parent such as task modifications, get organized and physical classroom accommodation strategies (peer tutoring, physical structure adjustments) all had a significant impact on the behaviors of children with ADHD both at school and home. However, most of those children studied were taking medication for ADHD and these studies were done on smaller samples for shorter duration, therefore it is imperative that, the ADHD interventions strategies should be implemented for a longer period also on a larger sample.

Reading Program in the National Learning Camp: Teachers’ Assessment of its Implementation and Teaching Strategies

This study delves into the assessment of secondary teachers implementing the reading program within the National Learning Camp (NLC), designed to address pandemic-induced learning losses and enhance reading skills for Grades 7 and 8. The research addresses a significant knowledge gap by exploring the experiences and strategies of trained public school teachers in a highly urbanized city during the 2023-2024 academic year. The study aims to fulfill its objectives by investigating four key aspects. Firstly, it explores teachers’ perspectives on the NLC’s reading program. Secondly, it examines the strategies teachers employ during the camp’s reading program. Thirdly, the study investigates the challenges encountered by teachers in executing the reading program. Lastly, it seeks recommendations from teachers to enhance future NLC reading programs. Four purposively selected teachers from Leyte National High School participated in the research. Utilizing a case study design and thematic analysis, the researcher delves into various themes such as diverse learning camps, program objectives, teacher reactions, and training. Teachers employed a range of strategies, including games, collaboration, peer tutoring, back-to-basics approaches, lectures, and module utilization. Identified challenges encompass module preparation, inappropriate materials, attendance issues, and disparities in reading skills. Teacher recommendations emphasize the importance of preparation, support for struggling readers, addressing challenges, and adapting materials. This research contributes nuanced insights into the dynamics of implementing a reading program within the NLC context. The findings offer valuable considerations for program enhancement and teacher support, providing a foundation for further improvements in the National Learning Camp initiative.

Building Knowledge across Institutional Roles: When Peer and Professional Tutors Work Side-by-Side

Building Knowledge across Institutional Roles: When Peer and Professional Tutors Work Side-by-Side

Case Study on Peer Tutoring of Vocabulary Recognition for International Students in China

Case Study on Peer Tutoring of Vocabulary Recognition for International Students in China

IMPROVING STUDENTS’ SPEAKING SKILL THROUGH PEER TUTORING IN SMP MUHAMMADIYAH BOARDING SCHOOL TARAKAN

ABSTRACTThis research is aimed at discovering the improvement of students’ speaking skill by implementing the method of peer tutoring. The research was conducted on first grade students of SMP Muhammadiyah Boarding School Tarakan. The researcher used Classroom Action Research with two cycles to observe the improvement of students’ speaking skill. The two cycles included planning, acting, observing, and reflecting. The research used descriptive qualitative method. Then, the data collection methods were observation, questionnaires, and tests. The result of this research showed that the students’ speaking skill were improved through the implementation of peer tutoring method. Students’ speaking score was increased from the pre-test, cycle 1, to cycle 2. It increased 7.0 points from cycle 1 to cycle 2. Besides, the students became more active and confidence than before. The result of this research confirmed that the method of peer tutoring could improve the students’ speaking skill at the first grade students of SMP Muhammadiyah Boarding School Tarakan.Keywords: Peer tutoring, speaking

School Effectiveness: Institutional Benchmarking for Vocational High School Management

The disruption era presents a challenge for schools in the form of educational graduate standards in comparison to industry and the workforce. The government responded by instituting a policy of vocational schools to produce superior human resources. The adaptive strategy implemented is one of long-term quality improvement through the measurement of organizational performance using benchmarking models. The study aims to analyze the effectiveness of benchmarking techniques in improving educational services in Public Vocational High School. The research is qualitative in nature, employing case study techniques. The veracity of the data is checked using sources of principals, school public relation, and senior teacher. Data triangulation techniques and peer discussion were used to examining the data. The study's findings demonstrate technical benchmarking implementation through planning, analysis, integration, implementation, and maturity is known as institutionalist benchmarking. Benchmarking strategies for sustainable organizations are implemented concurrently through vision adaptation, mission and objectives toward strategic environments; benchmarking targeting focus determination, and goal determination through the fabric of school superior partnerships. Adaptation of the benchmarking outcomes program results in actualizing educational information system management, peer tutoring techniques, optimization of research activities, and strengthening internal supervision. In addition, interviews are the only method used to collect data for this study. Therefore, future research will investigate the school institution of others in Indonesia, particularly the development of vocational schools that have already integrated science and skill competencies.

Implementation Teaching at the Right Level (TaRL) Approach to Improve Learning Outcomes of X IPA 2 SMAN 2 Labuapi

Learning by using an approach that is in accordance with student characteristics will greatly affect student learning outcomes, so an approach that suits the learning needs and abilities of students is needed. One approach that can be used by considering the ability level of students is the TaRL (Teaching at the Right Level) Approach. TaRL is a learning approach that does not refer to the class level, but refers to the ability level of students. TaRL can be the answer to the problem of the ability gap that has been happening in the classroom. Teachers must know how the level of students' abilities so that they can provide appropriate learning based on these abilities. Thus, knowledge becomes easier for students to understand so that learning outcomes will improve. This study aims to improve the learning outcomes of students in class X IPA 2 by applying the TaRL approach. This research method is a class action research with the stages of planning, implementation, observation, and reflection. Data analysis techniques in this study used qualitative and quantitative analysis. The research results of the application of TaRL in cycle 1 reached 70.00, from the reflection data of cycle I, additional peer tutor treatment was given in cycle II, so that the results of cycle II increased to 85.00, this shows that the application of the TaRL approach in the learning process can improve the learning outcomes of students in class X IPA 2 on ecosystem material.

Peer Tutor Method to Improve Problem Posing Ability

This study was conducted to determine the description of learning with the peer tutor method implemented through situation-based learning. The urgency of this study is to find out the problem posing ability of elementary school students as an intellectual skill that students must possess to support future competition. From the existing problems, students are accustomed to receiving knowledge without posing the problems they find. The peer tutor method through SBL facilitates students in problem-posing ability, problem-solving, and independent learning. The peer tutor method makes it easier for teachers to provide structured guidance to facilitate students through discussions. This study employed a descriptive qualitative method involving fourth-grade students, in which the data were obtained using observation, interview, and documentation guidelines. The obtained data were reduced to be able to conclude. This study found that learning through the peer tutor method involves active student roles, facilitates students to construct their knowledge in a guided manner, creates meaningfulness in students in posing problems, leads to follow-up questions, and responses to the problems posed.

Writing Difficulties for Research Scholars Pursuing PhDs in Engineering

This study explored engineering graduates' academic writing challenges while pursuing their doctoral degrees in information technology, electronics and communication engineering, mechanical engineering, and textile engineering. The focus was on grammar, vocabulary, syntax, coherence and cohesion difficulties. Data were collected by a survey to gain first-hand information from 88 PhD researchers in these collages of engineering. Results revealed that these graduates needed help in syntax, general vocabulary and discourse functions in writing. Punctuation was one of the least problematic of all areas under examination. In light of these findings, some remedial measures are suggested to develop a better sense of cohesion and coherence in scientific-technical discourse. Understanding and applying organizational strategies in writing facilitated through peer reviews and tutor reviews would be a source of support. Paraphrasing strategies is another area in which scholars need plenty of practice. They need to be taught to apply all these strategies without abandoning source material for want of paraphrasing skills.