Developing Psychological Capital through a Peer Teaching Intervention

Miklós Szerdahelyi; Ted A. Paterson; Tamas Martos

doi:10.5465/ambpp.2021.10127abstract

11REFLECTIVE WRITING: A PEER TEACHING INTERVENTION FOR SPECIALITY REGISTRARS IN GERIATRIC MEDICINE

Age and Ageing ◽

10.1093/ageing/afy123.03 ◽

2018 ◽

Vol 47 (suppl_3) ◽

pp. iii5-iii5

Author(s):

E Pickavance ◽

R Oates ◽

R Parikh

Keyword(s):

Geriatric Medicine ◽

Peer Teaching ◽

Teaching Intervention

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“Peer Teaching Strategy To Increase Mathematics Proficiency Level” (An Action Research) (Eastern Samar State University)

International Journal of Scientific Research and Management ◽

10.18535/ijsrm/v6i8.m02 ◽

2018 ◽

Vol 6 (08) ◽

Author(s):

Alvin Bituaran Lacaba ◽

Jason D. Magalona ◽

Teresita Villa G. Lacaba

Keyword(s):

Intervention Program ◽

Teaching Strategy ◽

Peer Teaching ◽

Teaching Intervention ◽

Percentage Score ◽

School Year ◽

Proficiency Level ◽

Significant Difference ◽

The Mean ◽

Grade 3

Peer Teaching/tutoring is used as school-based intervention that has been shown to improve academic skills, generate development of appropriate social skills, and enhance peer relations for both tutees and tutors. The purpose of this study was to determine the effectiveness of the implementation of a peer teaching/tutoring program in mathematics on the academic achievement level of Grade 3 pupils in Lupok Central School. This study aimed to analyse peer teaching as an intervention strategy that will increase the performance among Grade 3 Mathematics pupils at Lupok Central School, Guiuan North District, Guiuan Eastern Samar through the 1st and 4th Grading periods of School Year 2017 - 2018. Specifically, it sought to answer the following questions: What is the Mean Percentage Score (MPS) in Mathematics of Grade 3 Pupils in Lupok Central School at the beginning of 1st Grading of School Year 2017 – 2018 before peer teaching intervention? What is the Mean Percentage Score in Mathematics of Grade 3 Pupils in Lupok Central School at the end of 4th Grading of School Year 2017 – 2018 after peer teaching intervention? Is there a Significant difference before and after the intervention program? What intervention program may be proposed based on the findings of the study? Based on the data gathered/collected from the class adviser of Grade 3 Section Bougainvillea in Lupok Central School, the result of base line MPS from 1st Grading period specifically in mathematics subject is 74.22 which is considered below the 75% proficiency level. The result showed a radical increase in Mean Percentage Score in mathematics subject after the intervention was given to the Grade 3 pupils with the previous result of 74.22% from the 1st Grading into 82.11% MPS result in the 4th Grading period. The results of the study further revealed that the implementation of Peer teaching strategy has a positive effect in increasing the academic performance in mathematics of Grade 3 pupils. There was 7.89% increase in MPS for mathematics subject from the first grading to the fourth grading period.

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Peer Teaching Intervention to Enhance Applied Mathematics Performance of Technology Student in Mizan-Tepi University

Scholars Journal of Physics Mathematics and Statistics ◽

10.36347/sjpms.2020.v07i03.001 ◽

2020 ◽

Vol 07 (03) ◽

pp. 34-39

Author(s):

Tesfaledet Tsegay Mena

Keyword(s):

Applied Mathematics ◽

Mathematics Performance ◽

Peer Teaching ◽

Teaching Intervention

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Implementation of a Peer-to-Peer Teaching Intervention Improved Electronic Discharge Summary Documentation by New Internal Medicine Residents

Medical Science Educator ◽

10.1007/s40670-018-0551-4 ◽

2018 ◽

Vol 28 (2) ◽

pp. 345-350

Author(s):

Ahmed Otokiti ◽

Paulisa Ward ◽

Merina Dongol ◽

Abdelhaleem Sideeg ◽

Mohamed Osman ◽

...

Keyword(s):

Internal Medicine ◽

Discharge Summary ◽

Peer To Peer ◽

Peer Teaching ◽

Teaching Intervention ◽

Internal Medicine Residents ◽

Electronic Discharge Summary

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Workplace Ostracism and Its Negative Outcomes

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000147 ◽

2016 ◽

Vol 15 (4) ◽

pp. 143-151 ◽

Cited By ~ 17

Author(s):

Xiaoming Zheng ◽

Jun Yang ◽

Hang-Yue Ngo ◽

Xiao-Yu Liu ◽

Wengjuan Jiao

Keyword(s):

Affective Commitment ◽

Psychological Capital ◽

Intention To Leave ◽

Future Research ◽

Conservation Of Resources ◽

Negative Consequences ◽

Negative Outcomes ◽

Workplace Ostracism ◽

Using Data ◽

The Relationship

Abstract. Workplace ostracism, conceived as to being ignored or excluded by others, has attracted the attention of researchers in recent years. One essential topic in this area is how to reduce or even eliminate the negative consequences of workplace ostracism. Based on conservation of resources (COR) theory, the current study assesses the relationship between workplace ostracism and its negative outcomes, as well as the moderating role played by psychological capital, using data collected from 256 employees in three companies in the northern part of China. The study yields two important findings: (1) workplace ostracism is positively related to intention to leave and (2) psychological capital moderates the effect of workplace ostracism on affective commitment and intention to leave. This paper concludes by discussing the implications of these findings for organizations and employees, along with recommendations for future research.

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