EFFECTS OF CROSS AND SAME AGE PEER TUTORING ON READING ATTITUDES OF PRIMARY SCHOOL STUDENTS

  • Shahzada Khurram Khan Alwi
  • Dr. Maroof Bin Rauf
  • Saira Soomro
Keywords: Peer Tutoring, Reading Attitudes, Primary Schools

Abstract

Peer tutoring method was applied to observe its special effects on the success and approach of Learners in the subject of English. The determinations of the study were to measure the success of the learners in the subject of English before the testing, to expose the experimental group to cross age peer tutoring and the control group to conventional teaching to associate the change in the achievement of students participating in peer tutorials and learners who did not contribute in Peer tutoring.

The exercise of peer tutoring across many disciplines is increasing to help in appealing learners for active learning process. It is kindly accepted that educational results. Peer shows a special role in kids’ development in accumulation to parents and instructors. However, the larger variability, autonomy and likeness of peer associations offers children the opportunity for a new kind of relational investigation and assessment.

A sample of 137 students were taken from one by convince random sampling method selected school of low economic people resident area of Karachi orangi town Karachi. The design of the experimental study was “Pretest-Posttest Nonequivalent Groups Design” which is a form of Quasi-Experimental designs.

52 students from class II and III nominated institute were pretested complete a self-developed accomplishment exam. On the basis of pre- test results and the willingness of the students, paid of students were made on both classes. Students were paired as learning partners during the reading sessions.

To determine the implication of the tutoring interference through evaluation of pre- and post-test success of experimental and control groups, descriptive statistics and ANOVA (analysis of Variance with Tukey Ba,b) were used.

The Present research result was noted that cross-age tutoring— pairing students in grades II and III – was more positive effect on reading attitudes of the students and the most important gain for students as a result of the research was the self-esteem they developed from the self-worth they experienced. They had a great feeling of being needed.

Published
2020-05-03