scholarly journals Effects of Peer Tutoring and Integrated Curriculum Instructional Strategies on Students’ Academic Achievements in Mathematics

Author(s):  
Fisayo Areelu
2000 ◽  
Vol 28 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Erard H. Maassen ◽  
Johannes A. Landsheer

This study focuses on the relationship between peer-rated social competence and academic success among teenagers of the lowest level of Dutch general secondary education. At this educational level, an uninterested or even a mildly depreciative attitude toward academic achievements is anticipated. As a result, it is expected that the relationship between academic performance and peer-perceived social competence should be void or even negative. A questionnaire was administered to a sample of 157 youths, 76 boys and 81 girls between 14 and 17 years. This sample showed a predominantly negative attitude toward academic achievements. The correlations between peer-rated social competence and various measures of academic competence were void or even negative. A significant negative correlation is found with respect to achievements in mathematics and physics. The poorest school achievements are found among a small category of children who have received mainly neutral peer-judgments of social competence.


2022 ◽  
Vol 21 (1) ◽  
pp. 1-13
Author(s):  
Agus Ali ◽  
Nurwadjah Ahmad EQ ◽  
Andewi Suhartini

This article aims to discuss the history and development of the modern Islamic boarding school Ummul Quro Al-Islami Bogor including: history, founder profile, goals, vision and mission. By using a descriptive qualitative method. Based on the results of research on integrated curriculum management at the Modern Islamic Boarding School Ummul Quro Al-Islami, it can be concluded as follows: (1) The history of the modern Islamic boarding school Ummul Quro Al-Islami Bogor was founded by KH. Helmi Abdul Mubin, Lc with a capital of 250 thousand rupiah, was motivated by the arrival of a delegation from Australia to the Islamic boarding school where he taught to find an ustadz who was good at English to teach religion in the Australian Muslim community (2) KH. Helmi Abdul Mubin, Lc as the founder of the modern Islamic boarding school Ummul Quro Al-Islami Bogor is a Madurese son born on March 23, 1956, the first of four children of the late Abdul Mubin and Musyaroh, who spent his childhood in Prenduan Madura, after graduating from Pragaan Elementary School in Sumenep last continued his education at the modern Gontor boarding school in Ponorogo, East Java. (3) The purpose of establishing the modern Islamic boarding school Ummul Quro Al-Islami Bogor is to participate in building a just and prosperous society and republic of Indonesia and receive the pleasure of Allah SWT, forming a generation of Muslims who excel in academic and non-academic achievements as a provision to continue to higher education. and or live independently, produce a generation of Muslims who are polite in speech and behavior, create a generation of Islam with a social spirit (serving the community) and grow a generation of Muslims who are diligent in carrying out mandatory and sunnah worship based on the understanding of ahlussunnah wal jama'ah. The vision of the modern Islamic boarding school Ummul Quro Al-Islami Bogor is the realization of a generation of Muslims who excel in achievement, have noble character, do good deeds and diligently worship according to the teachings of Islam Ahl as-Sunnah wa al-jama'ah, as for the mission of the modern Islamic boarding school Ummul Quro Al-Islami Bogor namely providing quality education in achieving academic and non-academic achievements, preparing cadres of ulama and community leaders who are mutafaqqih fi ad-diin with the understanding of Ahl as-Sunnah wa al-jama'ah, preparing competent Islamic generations (science, skills, social behavior, sincere faith) to take part in the international world and educate generations of Islam who are obedient to Allah and His Messenger and have a sense of responsibility towards themselves, their family, society and country. Keyword: History, Development and Modern Islamic Boarding School


2020 ◽  
Vol 14 (4) ◽  
pp. 68-79
Author(s):  
Irfan Ullah ◽  
◽  
Muhammad Kaleem

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.


2021 ◽  
Vol 10 (1) ◽  
pp. 337-344
Author(s):  
Shazia Muazam ◽  
Farzana Majeed ◽  
Saima Mumtaz Khattak

Background: A year senior medical students can prove to be a useful teaching resource with added benefits for the tutors. The objective of this study was to explore the perceptions of near-peer tutors after facilitating small group discussions while delivering an integrated curriculum in preclinical years. Material and Methods: This qualitative exploratory pilot study was conducted in Rawal Institute of Health Sciences Islamabad, Pakistan from July 2017 to November 2017. Students of First year MBBS class (n=100), were divided into six small groups. Seven Second year MBBS students who had secured more than 60% marks throughout year one assessments and in Professional examination were selected as Near-Peer tutors after informed verbal consent. In the first discussion, three groups were taught by three tutors and three by junior faculty. In the second discussion, the groups were swapped and exposed to the same strategy as above, with new learning objectives, but the remaining three tutors now took batches. One tutor acted as a substitute. Qualitative data was collected after interviewing the tutors individually and responses were audio recorded. The collected data, both notes and audio recordings of the interviews, was transcribed into text to generate codes, theme and sub themes. Results: Transcription of data revealed that the tutors enjoyed teaching and were of the opinion that Near-Peer tutoring is more effective in small groups, for both tutors and the learners. The tutors felt a boost in self-confidence and improvement in communication skills, after facilitating a small group. Tutoring also helped in developing their higher order cognitive thinking, learning skills and time management. Conclusions: Near-Peer tutoring helped the tutors develop learning and communications skills while facilitating small group sessions, thus helping them in their future medical roles. Key words: Integrated curriculum, Near-Peer tutoring, Peer Assisted Learning, Small group discussions.


2020 ◽  
Vol 7 (10) ◽  
pp. 390-399
Author(s):  
Agu Peter Ashlame ◽  
Samuel Ruth Iwanger

This study investigated the effects of Peer Tutoring and Explicit instructional strategies on Science and Technical college students’ achievement and retention in Nasarawa State, Nigeria. Quasi-experimental, non-equivalent pretest, post-test, post-post-test control group design was employed for the study. The population consisted of 1,237 Science and Technical college students. The sample of the study comprised 67 Science and Technical College students purposively sampled from two intact classes randomly selected from the three Science and Technical colleges in Nasarawa State, Nigeria. Two research questions and two research hypotheses guided the study. Science and Technical Achievement Test (STAT) was used as instrument for data collection. It reliability was determined using Kuder-Richardson formula 20 (KR20) and the reliability coefficient of 0.83 was obtained. Mean and Standard Deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the research hypotheses at 0.05 alpha level of significance. Bonferroni Multiple Comparisons was used to determine the direction of the difference. The findings of this study revealed that Peer Tutoring and Explicit instructional strategies have significant effect on Science and Technical college students’ achievement and retention. Based on the findings of this study, it was recommended that; Science and Technical college teachers should incorporate Peer Tutoring and Explicit instructional strategies into the teaching of Science and Technical subjects.


2016 ◽  
Vol 2 (1) ◽  
pp. 56
Author(s):  
Hagit Krisher ◽  
Nissim Sabag

The match between students’ learning styles (LS) and their teachers’ instructional strategies (IS) and the correlation of this LS-IS match with students’ academic achievements was studied in earlier research. However, there is no report of research where one-on-one education is implemented. Moreover, there are no references relating the match of a trainees’ LS to their tutors’ IS and the correlation of this LS-IS match with the trainees’ achievements. Accordingly, the current paper presents a study designed to investigate the correlation between a trainees’ achievements and the LS-IS match. Two different methods were used to measure the LS-IS match. First, calculating the correlation between trainees’ LS and tutors’ IS (LS-IS correlation); second, calculating the LS-IS distance. Forty-two trainees with learning disabilities were paired with 39 tutors (three tutors had two trainees each) during the 2016 academic year. Thus, 42 pairs of trainees and tutors worked to help the trainees achieve better academic grades. The Felder-Soloman Index of Learning Styles (ILS) was used to measure the trainees’ preferred LS and the tutors’ preferred IS. In the first method, the LS-IS correlations were correlated with the trainees’ grades; then, in the second method, the LS–IS distances were correlated with trainees’ grades. If the LS-IS match influences the trainees’ achievements, significant positive correlations in the first method and significant negative correlation in the second method must appear. However, the results show no significant correlation (positive or negative, accordingly) between the LS-IS match and students’ achievements at the end of the first semester of 2016. A replication of the above study was made in the second semester of 2016 and similar results were obtained.


Sign in / Sign up

Export Citation Format

Share Document