Effect of Peer Tutoring on Students’ Academic Performance in Chemistry at Secondary Level
DOI:
https://doi.org/10.21015/vtess.v10i3.1322Abstract
The prime objective of quasi experimental pre-test post-test design study was to analyze the effects of the peer tutoring on the academic performance of the students in subject of chemistry at secondary level. All 6998 male students enrolled in high and higher secondary schools of Tehsil Muzaffargarh were selected as population. But, two intact groups of grade 10th in Govt. High School Khan Pur Bagga Sher having ninety-five students were selected as sample of study. One section with 50 students (Experimental group) was taught using peer tutoring model and other section with 45 students (Control group) taught with conventional methods. The data was obtained on the basis of self-made pretest and posttest method based on BISE pattern. The data was analyzed by SPSS and descriptive analysis techniques of independent t-test and paired sampling test was used. It was concluded that significant differences occurred in experimental group students’ academic performance level. The major findings of the study suggest that the use of peer tutoring has a positive effect on chemistry learner and enhancing the academic performance as well as closing the peer tutoring gap. Finally, this study provides the valuable implications for teachers, school administrators and policy makers to improve academic performance of chemistry learners.
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