Effects of Peer Tutoring on Pre-Service Teachers’ Physics Performance in Colleges of Education, Ghana

Osei-Himah, Valentina; Parker, Joseph D.; Naah, Anna Mwinbuabu

doi:10.24018/ejedu.2022.3.2.269

Cited by 3 publications

(4 citation statements)

References 9 publications

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“…It also creates more opportunities for students to practice specific skills, which leads to better retention. This agrees with the findings of (Kalu-Uche, & Ogbonna, 2020; Mkpanang, 2016;and Osei-Himah, Parker, & Naah, 2022). They all reported that the students taught using peer tutoring achieved better results than those exposed to using the lecture method.…”

Section: Resultssupporting

confidence: 90%

“…The teacher-centered method entails teachers acting as guardians at all times thereby reducing the students to be the lazy receiver of knowledge and consequently restricting the knowledge Open Access: https://ejournal.unma.ac.id/index.php/educatio sources of the students. In an attempt to involve students actively in the teaching-learning process, many researchers such as (Kalu-Uche, & Ogbonna, 2020;Mkpanang, 2016;and Osei-Himah, Parker, & Naah, 2022) have advocated the adoption of Class-wide Peer Tutoring (CWPT). They all reported that the students taught using peer tutoring achieved better results than those exposed to using the lecture method.…”

Section: Introductionmentioning

confidence: 99%

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Effect of Class-Wide Peer Tutoring on Students’ Performance in Physics in Dekina, Nigeria

Akanbi

2022

educatio

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The study investigated the effect of Class-wide Peer Tutoring (CWPT) on students’ performance in physics in Dekina, Nigeria. Two co-education public secondary schools were purposively selected. A total of 64 (male = 31, female = 33) senior school two (SSII) students were randomly selected from the sampled school. A quasi-experimental design was adopted for the study. The instrument used for this research was a 20-multiple-choice projective Motion Test (PMT) developed by the researcher. The treatment in the experimental group was the teaching of Projectile Motion using the CWPT strategy. Mean, standard deviation, and ANCOVA was used to analyze the data collected. The findings revealed that there was a significant difference between the performance of the experimental group and the control group in the favour of the experimental group and no significant difference in the performance of male and female students when both are taught Projectile Motion using CWPT. It is recommended among others that teachers should be trained to adopt classwide peer-tutoring in schools since it facilitates the academic performance of students in physics.

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Section: Resultssupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Effect of Class-Wide Peer Tutoring on Students’ Performance in Physics in Dekina, Nigeria

Akanbi

2022

educatio

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“…The resources reinforce the comprehension of complex scientific concepts (Ogunode et al, 2022). Mboto et al (2011) andAsare et al (2018) highlight the impact of the much-needed improvised resources in African countries such as Kenya and Ghana respectively. They report a similar circumstance to those experienced in South Africa such as the lack of instructional materials for teaching and learning in science and its effectiveness on academic achievement, therefore making the study contextually appropriate.…”

Section: Meaning Of Improvisationmentioning

confidence: 90%

Exploring teacher improvisation and its influence on learner performance in an under-resourced Grade 11 Life Science class

Dhurumraj

Moola

2023

IJRBS

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The decline in learner performance in science education in South Africa is a perennial problem. Resource paucity in government schools is ubiquitous and reflects inherent challenges that pervade science classrooms. Scientific resources are imperative to the success of content delivery; however, South African government schools need help in procuring these standardised instruments and resources. Therefore, educators must innovate by employing improvised resources. This study illuminates the relationship between improvised resources and learner performance. A quasi-experimental design is adopted. A local school in Gauteng was used for this study, with 40 Grade 11 Life Science students and 1 Life Science educator participating in the project. A pre-test and post-test were administered to evaluate the effect of improvise resources comparatively. The ANOVA two-factor analysis tool demonstrated significant results of performance between the experimental and controlled groups as a statistical difference is seen in the mean scores, further accentuating the invaluable use of improvised resources.

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“…Resources could improve students' performance and participation in class (Mboto et al, 2011;Rivera & Sanchez, 2020). It can also improve the creative skills of students (Mayeem et al, 2018), as well as sustain the interests of learners (Osei-himah et al, 2018). Given this, experimental studies have been conducted by researchers to determine the effectiveness of improvised instructional materials in science teaching and learning.…”

Section: Improvisation In Science Teaching and Learningmentioning

confidence: 99%

Assessing the efficacy of locally constructed model kits in teaching and learning of writing and naming binary compounds

Appiah-Twumasi,

Iddrisu,

Ateko

2024

IJER

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The study constructed Valency Arm and Y-shaped Model Kits using local materials from the school community, serving as interventions for Sekyere Central District junior high students in Ghana. Effectiveness was tested using a quasi-experimental pre-test post-test control group design in teaching binary compounds writing and naming. We randomly selected four intact classes, two as the experimental group (n = 69) and the other two as the control group (n = 67). After constructing and using the model kits in the teaching and learning process of writing and naming binary compounds, it was found that the experimental group, who received instruction with the model kits, had better retention of the concepts and principles than the control group. These improved learning gains were evident in the three successive tests (Pillai's Trace = 0.440, F (2, 133) = 52.319, p = 0.000, partial eta squared = 0.440). Additionally, a semi-structured interview was conducted with 11 randomly selected respondents from the experimental group. This interview identified four critical features that the junior high school students perceived as benefits of using the model kits in teaching writing and naming binary compounds. These benefits were a better understanding of the principles, improved attitude towards writing and naming binary compounds, better retention of concepts, and active participation and interest in class lessons. The results imply that junior high school science teachers who want to promote effective teaching and learning of writing and naming binary compounds should consider using these model kits if the original models are unavailable.

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Effects of Peer Tutoring on Pre-Service Teachers’ Physics Performance in Colleges of Education, Ghana

Cited by 3 publications

References 9 publications

Effect of Class-Wide Peer Tutoring on Students’ Performance in Physics in Dekina, Nigeria

Effect of Class-Wide Peer Tutoring on Students’ Performance in Physics in Dekina, Nigeria

Exploring teacher improvisation and its influence on learner performance in an under-resourced Grade 11 Life Science class

Assessing the efficacy of locally constructed model kits in teaching and learning of writing and naming binary compounds

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