The present study is aimed at analyzing the effects of peer tutoring on the academic achievement of students in the subject of biology at secondary level. The objectives of the study were: (1) To find out the effects of peer tutoring on the academic achievement of students in the subject of biology; and (2) To examine the effects of peer tutoring with respect to knowledge, comprehension and application levels in cognitive domain of Bloom Taxonomy. All 433,405 male students at secondary level of 10th grade of Khyber Pakhtunkhwa were the population of the study. Forty students were taken as the sample of the study from the Allied National Software Institute (ANSI) Mardan. The Posttest-Only Equivalent Group Design was used. The data collected from pretest and posttest were analyzed through an independent sample t-test. It was found that the mean score of the experimental group was significantly better than that of the control group. It was concluded that peer tutoring enhanced the academic achievement of students in the experimental group significantly as compared to the control group; hence, it was an effective method of instruction for teaching biology at secondary level. It was suggested that peer tutoring may be incorporated along with other teaching methodologies for the subject of biology and it may be given due consideration in all teacher education practices in the country.
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.
The study looked into a descriptive research to evaluate the usefulness of educational technology at secondary school level, Khyber Pakhtunkhwa (Pakistan). The main focus of the study was the utilization and availability of educational technology. Data were collected through survey and questionnaires. Main objectives of the study were to determine the availability, usefulness, problems, emerging trends and status of educational technology at secondary school level. The following results were made by the researcher in the light of the analysis of data. Majority of the teachers were not using educational technology mainly in Computer mediated communication for counselling was not used. Furthermore, Computer is not used in science practical, overhead projectors are not used, and educational trips and exhibition are not arranged. Inadequacy of trained educational technology teachers was also found. Lack of computers, non-availability of internet facility, lack of well integrated media with content as well as lack of provision of guidance and counselling were noticed. The present era is of technology. The foundation of all types of technology is laid down in educational institutions. The education at secondary level plays a pivotal role and is held responsible for the development of society.
This descriptive research investigated influence of class size on the students’ and teachers’ motivation during the instruction. The study objectives focused the effects of class size on the students’ initiation in completing instructional tasks, stimulating them in expressing the ideas freely and in provision of positive feedback to them during the instruction. Three null hypotheses were formulated to observe the significance differences between observed and expected proportion about target objectives. For this purpose, the data were collected from 4th grade students and teachers of 51 government primary schools through observation sheets and questionnaire respectively. Collected data were analysed through mean and chi-square. The major findings indicated that small class size assisted teachers as well as students to exhibit higher level of the motivation and interest during instruction. However, no significant differences noted between the observed and expected proportion about level of initiation, completion of task, rate of stimulation and provision of feedback among students belonging to different level of class size.
This paper aimed to see the comparative effect of the Eclectic Approach of teaching on English communication skills-listening, speaking, reading and writing at Elementary Level. The objectives of the study were: to see the effect of Eclectic Approach on listening skill; to investigate the effect of the eclectic approach on speaking skill; to delve into the effect of the eclectic approach on reading skill; and to look into the effect of the Eclectic Approach on writing skill. Fifty six male students studying English in 8th class at Govt. High School Mian Banda, Dir Lower, Khyber Pakhtunkhwa, Pakistan were taken as a sample. The study was conducted through pre-test post-test equivalent design. Pair random sampling technique was used to form two groups -experimental and control. Both the groups were taught English grammar contents, specified in the National curriculum for 8th class. The experimental group was taught through the Eclectic Approach while the control group was left to its routine treatment. The experiment lasted for six weeks. Fourteen lesson plans were taught to both groups. Teacher-made pre-test and post-test were used to collect the data. In order to analyze the data, paired t-test was used. From the findings of the study, it was concluded that students who received experimental treatment outscored the ones who received routine treatment. Thus, it is recommended that the policy makers and curriculum planners should implement the Eclectic Approach for teaching English communication skills at all levels of education.
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