The effects of peer tutoring on university students success, speaking skills and speech self-efficacy in the effective and good speech course

Abstract

In this study, the effects of the use of peer tutoring in Effective and Good Speech Course on students' success, perception of speech self-efficacy and speaking skills were examined. The study, designed as a mixed pattern in which quantitative and qualitative research approaches were combined, was carried out together with 57 students in 2014 to 2015 Academic Year at Erzincan University. The 30 of the students were in the experimental group while the rest 27 were identified as the control group. In the experimental group, the Effective and Good Speech Course was performed within the scope of peer tutoring practices, on the other hand, in the control group it was conducted through an individual education program which was teacher centred. Effective and Good Speech Achievement Test, Speech Self-Efficacy Perception Scale and Effective Speech Scale were used as data collection tools. Semistructured interview forms were used in collecting qualitative data. Interview records were coded according to specified categories, and frequencies and percentages were calculated and analysed. In the analysis of quantitative data, independent samples t-test and multiple analyses of variance (MANOVA) were used. It was observed that the success, perception of speech self-efficacy and speaking skills of the students in the experimental group in which peer tutoring practices were applied (n=30) were better when compared with the control group (n=27) at the end of a 6-week study. In addition, it was seen that the students in the experimental group had positive attitudes against peer tutoring practices.

Covid-19

“…Faculty work again in the facilitator mode, whereby formative assessment of the progressed work is monitored in a continuous periodic manner and meaningful outcome is obtained at the end of road, which reveals the innovativeness and creative abilities even for a larger size batch—two essential components to become a successful professional in near future. Therefore active learning helps one learner to become professional [ 23 ], where instructional guidance is not subjective, rather objectivity of it is to achieve the program outcome (PO) defined for each discipline [ 24 ]. Several studies reveal the beneficial side of active learning compared to flipped learning [ 25 ].…”

Nurturing female leadership skills through peer mentoring role: A study among undergraduate students in the United Arab Emirates

“…leadership, communication and organisational skills) and motivation towards learning (Colvin & Ashman, 2010;Crisp & Cruz, 2009;Joseph & Winston, 2005). Furthermore, a trusting, friendly and relaxed environment was formed based on the relationships and interactions between mentors and mentees (Hussain, Anwar, & Majoka, 2011;Uzuner Yurt & Aktaş, 2016).…”

“…As such, the mentor is expected to model, explain, coach and scaffold the mentee in order to meet their needs during activities (Shek & Lin, 2015). These functions created an environment of trusting, positive and pleasant mentor-mentee relationships leading to academic and personal development growth (Hussain et al, 2011;Uzuner Yurt & Aktaş, 2016). Thus, student mentors are regarded as servant leaders because the characteristics of servant leadership are connected to their role in identifying others' needs, as well as providing them with developmental opportunities and facilitating their growth (Greenleaf, 2002).…”

Peer Tutoring and Social Intelligence: An Experimental Investigation

“…Peer has an effect on the social intelligence of students (Miravet, Ciges, & Garcia, 2014;Schleyer, Langdon, & James, 2005;Uzuner & Aktas, 2016;Wolfe, 2018;Curry, 2016). Miravet, Ciges, and Garcia (2014) conducted a study to identify university students' perceptions regarding their self-concept along with the concept of solitary as a result of peer tutoring.…”