scholarly journals The near-peer tutoring programme: embracing the ‘doctors-to-teach’ philosophy – a comparison of the effects of participation between the senior and junior near-peer tutors

2015 ◽  
Vol 20 (1) ◽  
pp. 27959 ◽  
Author(s):  
Siaw-Cheok Liew ◽  
Chew-Fei Sow ◽  
Jagmohni Sidhu ◽  
Vishna Devi Nadarajah
Keyword(s):  
Peer Tutoring ◽  
Peer Tutors

scholarly journals Metode Tutor Sebaya Berbantuan Whatsapp untuk Meningkatkan Hasil Uji Coba Ujian Nasional di SMK Negeri 1 Tanjungpandan

2019 ◽  
Vol 6 (2) ◽  
pp. 691-703
Author(s):  
Yuli Yulianti
Keyword(s):  
Peer Tutoring ◽  
Average Score ◽  
Learning Method ◽  
Test Results ◽  
Peer Tutors ◽  
National Examination ◽  
The Subject ◽  
The Difference ◽  
The Government ◽  
Academic Year

National Examination is one of the learning results assessment set by the Government, and is ruled at Minister of Education and Culture regulation Number 4 year 2018. The problem discussed in this study is the low percentage of students achieving Graduare Competence Standard/SKL 55 in the nationale examination tryout for mathematics. One of the alternatives to solve this problem is the Peer Tutoring learning method using Whatsapp Messenger application asisstance, in which the subject is grade 12 AP students of SMK Negeri 1 Tanjungpandan academic year of 2018/2019. The research method implemented is the classroom action research. The peer tutoring learning method using Whatsapp Messenger application asisstance was carried out both inside and outside the classroom by providing a smaller member whatsapp group and a  classroom whatsapp group. Each small group consists of 6 people in which there were 1-2 peer tutors. Based on the results of data analysis and discussion, there was an increase at the results of the tryout of mathematics national exam tryout for grade 12 AP students after peer tutoring learning method using whatsapp messenger application asisstance was applied, with the total increase up to 50%. This fact can be inferred from the difference of the test results percentage for the first tryout and the third tryout which is from 10% to 60%, while the average score is increased from 34.96 to 60.22 by 25.26 points.

Making Retention Count: The Power of Becoming a Peer Tutor

2009 ◽  
Vol 111 (8) ◽  
pp. 1894-1915
Author(s):  
Leigh Mesler
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Peer Tutoring ◽  
Research Study ◽  
Grade Student ◽  
Peer Tutors ◽  
Retained Students ◽  
Peer Tutor ◽  
Action Research Study ◽  
Socioemotional Outcomes

Background/Context A review of the literature demonstrates that grade retention often fails to improve the academic and socioemotional outcomes of retained students. Although little empirical work on peer tutoring has focused specifically on retained students, the literature suggests that those students who act as peer tutors often experience improved school performance and self-concepts. Purpose of Study This work developed out of a concern that elementary school students being held back to repeat a grade, or retained, were not benefiting academically from non-promotion. The purpose of this action research study was to identify and implement an intervention that would improve the academic and socioemotional outcomes of a twice-retained third-grade student. Setting This study took place in a New York City public elementary school. Intervention The intervention involved implementing a 12-week peer tutoring program in which a retained third-grade student tutored a struggling classmate in mathematics. Research Design This is an action research study in which the author conducted research and implemented an intervention in her own classroom. Results After serving as a peer tutor, this student experienced increased math achievement, an improved self-concept, and better classroom behavior. These results suggest that having struggling students serve as peer tutors may be effective in improving both their academic achievement and socioemotional outcomes.

scholarly journals Honor's Students as Peer Tutors for Problem-based Learning

HortScience ◽  
1996 ◽  
Vol 31 (4) ◽  
pp. 650b-650
Author(s):  
S. Kitto ◽  
L. Griffiths
Keyword(s):  
Case Studies ◽  
Peer Tutoring ◽  
Problem Based Learning ◽  
Skills Training ◽  
Peer Tutors ◽  
The Past ◽  
Working Through ◽  
Large Numbers ◽  
Socioeconomic Issues

The course “Biotechnology: Science and Socioeconomic Issues” has used problem-based learning (PBL) during the last quarter of the course for the past 3 years. One of the challenges of using PBL in medium-sized and larger classes is finding a way to facilitate each group of students with a limited number of qualified facilitators while avoiding unmanageably large numbers of students per group. This past year (95F) the course had both a nonhonor's and an honor's section. The honor's section met an additional hour each week to learn about PBL and peer tutoring skills. Training students to be peer tutors was divided up into four parts: 1) the science behind PBL, 2) experience working through a previously developed case study, 3) development of a case study, and 4) peer tutoring case studies in the non-honor's section. We will discuss the process of training students to be effective peer tutors for PBL.

A typology of approaches to peer tutoring. Unraveling peer tutors’ behavioural strategies

2012 ◽  
Vol 28 (3) ◽  
pp. 703-723 ◽  
Author(s):  
Inneke Berghmans ◽  
Fanny Neckebroeck ◽  
Filip Dochy ◽  
Katrien Struyven
Keyword(s):  
Peer Tutoring ◽  
Peer Tutors ◽  
Behavioural Strategies

scholarly journals Metode Tutor Sebaya dalam Pembelajaran Ansambel Musik Rekorder

2016 ◽  
Vol 1 (1) ◽  
pp. 19
Author(s):  
Riza Rosadi
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Peer Tutoring ◽  
Sampling Technique ◽  
Peer Tutors ◽  
Learning Methods ◽  
Average Value ◽  
Conventional Teaching ◽  
Music Ensembles ◽  
Methods Of Learning

AbstractThis experimental research aims to determine the learning outcomes of musical ensembles, recorder (soprano) in SMP Negeri 2 Banjarmasin using two methods of learning: peer tutoring and conventional. This study also seek out differences in the results of the two methods. Two classes of samples in this study were taken by purposive random sampling technique. Peer tutoring learning methods applied in the experimental class, and conventional teaching methods applied in the control class. Data collection techniques used are tests and documentation, while data analysis using descriptive statistical techniques. The results of this study indicate that: (1) the learning outcomes of students who use peer tutoring learning methods that are in a good qualifying with an average value of 82.91; (2) the results of student learning using the conventional method is more than enough in qualifying with an average value of 78.90; and; (3) test based on statistics found differences in student learning outcomes were significant between experimental class using peer tutors to grade control using conventional methods. Similarly it can be said that results for students in the experimental class is better than learning outcomes in the control class.Keywords: peer tutoring, learning, music ensembles, recorder

scholarly journals The impact of a peer-tutoring program to improve self-regulated learning

2022 ◽  
Vol 38 (1) ◽  
pp. 110-118
Author(s):  
Francisco Domingo Fernández-Martín ◽  
José Luis Arco-Tirado ◽  
Mirian Hervás-Torres
Keyword(s):  
Peer Tutoring ◽  
Intervention Program ◽  
Control Group ◽  
Peer Tutors ◽  
Self Regulated Learning ◽  
Tutoring Program ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Impact

The aim of this study was to check the impact of an intervention program based on peer-tutoring on self-regulated learning of freshmen, as well as on peer tutors. The sample consisted of 102 freshmen (51 experimental group y 51 control group) and 50 seniors from four different university degrees. Self-regulated learning was measured by the Motivated Strategies Learning Questionnaire. After assigning freshmen randomly to either the experimental or control condition, the study adopted a quasi-experimental research design with a non-equivalent control group controlled by statistical techniques, the intervention consisted of 20 individual tutoring sessions highly structured to freshmen delivered by seniors or tutors, after receiving three sessions of training on tutoring. The results yield statistically significant differences in self-regulated learning on participants. El objetivo de este estudio fue demostrar el impacto de un programa de intervención basado en la tutoría entre iguales para mejorar la autorregulación del aprendizaje del alumnado universitario de nuevo ingreso, identificando asimismo sus efectos en el alumnado tutor. La muestra estuvo compuesta por 102 estudiantes de nuevo ingreso (51 grupo experimental y 51 grupo control) y 50 estudiantes de último curso de cuatro titulaciones. La autorregulación del aprendizaje se evaluó a través del Cuestionario de Estrategias de Aprendizaje y Motivación. Después de asignar aleatoriamente al alumnado de nuevo ingreso a la condición experimental o control de un diseño cuasiexperimental con grupo control no equivalente mejorado con técnicas de control estadístico, la intervención consistió en 20 sesiones individuales de tutoría altamente estructuradas con el alumnado de nuevo ingreso, dirigidas por el alumnado de último curso o tutor, que fue previamente entrenado para ello en tres sesiones de formación. Los resultados arrojan diferencias estadísticamente significativas en autorregulación del aprendizaje para el alumnado participante.

scholarly journals Intercultural peer tutoring competences as a part of learning development in an international higher education context

2016 ◽  
Author(s):  
Jannike Hille ◽  
Gundula Gwenn Hiller ◽  
Stefanie Vogler-Lipp
Keyword(s):  
Higher Education ◽  
Peer Tutoring ◽  
Peer Tutors ◽  
Intercultural Learning ◽  
Internationalisation Of Higher Education ◽  
Considerable Impact ◽  
Learning Development ◽  
European University ◽  
Innovative Concept

In the framework of the internationalisation of Higher Education (HE), this case study exposes the innovative concept of training intercultural peer tutors, and its implications. We will argue which skills are considered as specific intercultural peer tutoring competences and why these are important for the learning development in internationalised learning contexts. After a short description of the intercultural peer tutoring training at the European University Viadrina (EUV) and its theoretical basis, we will present the findings of a study accompanying the beginning phase of the training, which will demonstrate what kind of competences intercultural peer tutors develop in addition to those associated to classical peer tutoring. The paper will show that this specific training, focusing on intercultural peer tutoring, has a considerable impact on students’ own intercultural learning progress and also substantially prepares them to support the learning development of fellow international students.

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