EFFECTS OF PEER TUTORING ON THE ACADEMIC ACHIEVEMENT
OF STUDENTS IN THE SUBJECT OF BIOLOGY
AT SECONDARY LEVEL
IRFANULLAH
142-NUN-0504
DEPARTMENT OF EDUCATION
FACULTY OF ARTS AND SOCIAL SCIENCES
NORTHERN UNIVERSITY, NOWSHERA
PAKISTAN
2018
EFFECTS OF PEER TUTORING ON THE ACADEMIC ACHIEVEMENT
OF STUDENTS IN THE SUBJECT OF BIOLOGY
AT SECONDARY LEVEL
IRFANULLAH
142-NUN-0504
Submitted in partial fulfilment of the requirement for the degree of
Doctor of Philosophy
In
Education
DEPARTMENT OF EDUCATION
FACULTY OF ARTS AND SOCIAL SCIENCES
NORTHERN UNIVERSITY, NOWSHERA
PAKISTAN
2018
ii
AUTHOR’S DECLARATION
I Irfanullah hereby state that my Ph. D. thesis titled, “Effects of Peer
Tutoring on the Academic Achievement of Students in the Subject of Biology at
Secondary Level”, is my own work and has not been submitted previously by me for
taking any degree from this University (Northern University, Nowshera) or anywhere
else in the country/world.
At any time if my statement is found to be incorrect even after my graduation
the university has the right to withdraw my Ph. D. degree.
Name of Student:
(Irfanullah)
Date:
iii
PLAGIARISM UNDERTAKING
I solemnly declare that research work presented in the thesis titled, “Effects of
Peer Tutoring on the Academic Achievement of Students in the Subject of
Biology at Secondary Level”; is solely my research work with no significant
contribution from any other person. Small contribution/help whenever taken has been
duly acknowledged and that complete thesis has been written by me.
I understand the zero tolerance policy of the Higher Education Commission
and the Northern University, Nowshera towards plagiarism. Therefore, I as an Author
of the above titled thesis declare that no portion of my thesis has been plagiarized and
any material used as reference is properly referred/cited.
I understand that if I am found guilty of any formal plagiarism in the above
titled thesis even after award of Ph. D. degree, the university reserves the right to
withdraw/revoke my Ph. D. degree and that Higher Education Commission and the
university have the right to publish my name on the HEC/University Website on
which names of those students are placed who submitted plagiarized thesis.
Student/Author Signature:
Name:
(Irfanullah)
iv
CERTIFICATE OF APPROVAL
This is to certify that the research work presented in this thesis, titled, “Effects
of Peer Tutoring on the Academic Achievement of Students in the Subject of
Biology at Secondary Level”,, was conducted by Mr. Irfanullah under the
supervision of Prof. Dr. Rabia Tabassum. No part of this thesis has been submitted
anywhere else for any other degree. This thesis is submitted to the Faculty of Arts and
Social Sciences (Northern University, Nowshera) in partial fulfilment of the
requirement for the degree of Doctor of Philosophy in the field of Education,
Department of Education, Northern University, Nowshera.
Student Name: Irfanullah Signature:
Examination Committee:
a) External Examiner 1: Name Signature:
(Designation & Office Address) Kathleen Norris, MFA. EdD
Department of Educational Leadership, Learning and Curriculum
Plymouth State University, Plymouth, New Hampshire, USA
b) External Examiner 2: Name Signature:Nilgün Tosun
(Designation & Office Address)
Assoc. Prof. Dr. Nilgun Tosun
Department of Computer Education and Instructional Technology
Faculty of Education, Trakya University, Kosova Campus
Edirne – TURKIYE
c) Internal Examiner : Name Signature:
(Designation & Office Address)
Dr. Saqib Shahzad
Associate Professor, Department of Education
Abdul Wali Khan University, Mardan.
Supervisor Name: Prof. Dr. Rabia Tabassum Signature:
Co-Supervisor: Prof. Dr. R. A. Farooq Signature:
Name of Dean/HOD: Prof. Dr. R. A. Farooq Signature:
v
DEDICATION
Dedicated to my family
two daughters Hooriya Yousafzai, Anaya Yousafzai
and son Mohammad Omar
vi
TABLE OF CONTENTS
Acknowledgements xvii
Abstract xviii
Chapter 1: INTRODUCTION 1
1.1 STATEMENT OF THE PROBLEM 5
1.2 OBJECTIVES OF THE STUDY 5
1.3 HYPOTHESES 6
1.4 RESEARCH QUESTION 7
1.5 SIGNIFICANCE OF THE STUDY 7
1.6 DELIMITATION OF THE STUDY 8
1.7 METHOD AND PROCEDURE 8
1.7.1 Population 8
1.7.2 Sample 8
1.7.3 Design of the Study 8
1.7.4 Research Instruments 9
1.7.5 Data Collection 9
1.7.6 Analysis of Data 10
Chapter 2: REVIEW OF RELATED LITERATURE 11
2.1 METHODS OF TEACHING 12
2.2 STUDENT CENTRED APPROACHES 13
2.2.1 Project Method 13
2.2.2 Problem Based Learning 14
2.2.3 Case Study 14
2.2.4 Role Play 15
2.2.5 Academic Role Play 16
vii
2.2.6 Group Discussion 17
2.2.7 Cooperative Learning 17
2.2.8 Supplemental Instruction 18
2.2.8.1 Objectives of supplemental instruction 18
2.2.9 Pair Work 19
2.3 PEER TUTORING 19
2.3.1 Significance of Peer Tutoring 21
2.3.2 Training Requirement for Peer Tutoring 22
2.3.3 Principles of Peer Tutoring 23
2.3.4 Types of Peer Tutoring 27
2.3.4.1 Reciprocal peer tutoring 27
2.3.4.2 Cross age peer tutoring 28
2.3.4.3 Parent/Volunteer tutoring 29
2.3.4.4 Class wide peer tutoring 29
2.3.4.5 Same age peer tutoring 29
2.3.5 Teacher‟s Role in Peer Tutoring 29
2.3.6 The Role of Tutor in the Tutoring Process 30
2.3.7 Role of the Tutees in the Tutoring Process 31
2.3.8 Major Steps in the Tutoing Process 31
2.4 ACADEMIC ACHIEVEMENT 33
2.5 BLOOM TAXONOMY 34
2.5.1 Cognitive Domain 34
2.5.1.1 Revised model of cognitive domain 35
2.5.2 Affective Domain 36
2.5.3 Psychomoter Domain 36
viii
2.6 THEORETICAL BACKGROUND OF PEER TUTORING
36
2.6.1 Piaget‟s Theory of Cognitive Development 38
2.6.1.1 Piaget‟s theory of learning 38
2.6.1.2 Cognitive stages of development 40
2.6.1.3 Educational implication of Piaget‟s theory 41
2.6.1.4 Piaget‟s theory and peer tutoring 42
2.6.2 Vygotskey‟s Theory of Learning 43
2.6.2.1 Zone of proximal development 43
2.6.2.2 Zone of actual development 44
2.6.2.3 Zone of no development 44
2.6.2.4 Level of mental function 45
2.6.2.5 Sociocultural theory of Vygotsky 45
2.6.2.6 Concept of mediation in the sociocultural theory of
Vygotsky
48
2.6.2.7 Scaffolding in the zone of proximal development
48
2.6.2.8 Effect of society on the sociability of the child 49
2.6.2.9 Educational implication of Vygotsky theory 50
2.6.2.10 The theory of Vygotsky and peer tutoring 51
2.6.3 Social Role Theory 51
2.6.4 Ausubel‟s Learning Theory 52
2.7 EMPERICAL STUDIES ON PEER TUTORING 53
2.8 MOTIVATION 60
2.8.1 Components of Motivation 60
2.8.2 Motivation and Learning 63
2.8.3 Ingredients for Students Motivation 64
ix
2.9 THEORETICAL BACKGROUND OF MOTIVATION IN
LEARNING
67
2.1
0
EFFECTS OF PEER TUTORING ON MOTIVATION OF THE
STUDENTS
71
Chapter 3: METHOD AND PROCEDURE 75
3.1 POPULATION 75
3.2 SAMPLE 75
3.3 DESIGN OF THE STUDY 75
3.4 RESEARCH INSTRUMENTS 76
3.4.1 Pretest and Posttest 76
3.4.1.1 Reliability of test 77
3.4.2 Participants Observation 78
3.5 PROCEDURE OF THE STUDY 78
3.5.1 Selection of Tutors and Tutees 78
3.5.2 Tutor Training 79
3.5.3 Classroom Arrangement 80
3.5.4 Teaching Contents 80
3.5.5 Treatment 80
3.6 DATA COLLECTION 82
3.7 ANALYSIS OF DATA 82
Chapter 4: DATA ANALYSIS AND INTERPRETATION 85
4.1 INTERPRETATION OF PRE TEST SCORE 85
4.2 INTERPRETATION OF POST TEST SCORE 90
4.3 INTERPRETATION OF POST TEST SCORE WITH RESPECT
TO KNOWLEDGE, COMPREHENSION AND APPLICATION
LEVELS OF COGNITIVE DOMAIN OF BLOOM
TAXONOMY
95
x
4.4 PARTICIPANTS OBSERVATION 108
4.4.1 Coding 112
4.4.2 Description of Theme 113
4.4.3 Conclusion 114
4.5 DISCUSSION 115
Chapter 5: SUMMARY CONCLUSIONS AND RECOMMENDATIONS 120
5.1 SUMMARY 120
5.2 CONCLUSIONS 122
5.3 RECOMMENDATIONS 125
BIBLIOGRAPHY 127
APPENDICES
A. Pretest 135
B. Postest 140
C. Model Lesson Plan for Experimental Group 145
D. Model Lesson Plan for Control Group 148
E. Pretest and Post test score of both groups 150
F. Pretest score of both groups 151
G. Posttest score of both groups 152
H. Pretest score of high achievers of both groups 153
I. Pretest score of low achievers of both groups 154
J. Posttest score of high achievers of both groups 155
K. Posttest score of low achievers of both groups 156
L. Pretest score of the pairs of tutors and tutees 157
M. Posttest score of the pairs of tutors and tutees 158
N. Post test score of experimental group with respect to knowledge,
comprehension and application levels of cognitive domain
159
xi
O. Post test score of control group with respect to knowledge,
comprehension and application levels of cognitive domain
160
P. Post test score of high achievers of both experimental and
control groups with respect to first three levels of cognitive
domain
161
Q. Post test score of low achievers of both experimental and control
groups with respect to first three levels of cognitive domain
162
R. Score of the students for reliability testing of pretest 163
S. Score of the students for reliability testing of posttest
164
T. Revised model of Bloom‟s cognitive model 165
U. Certificate of completion of research work 166
xii
LIST OF TABLES
S.NO Title Pages
1 Table of Specification of Pretest 77
2 Table of Specification of Posttest 77
3 Frequency distribution of experimental and control group 85
4 Significance difference between the mean of pretest scores of
control group and experimental group
86
5 Comparision of the High Achievers(Tutors) of the Experimental and
High Achievers of the Control Group on the basis of Pretest score
87
6 Significance difference between the mean scores of higher achievers
of experimental and control groups
88
7 Comparision of the Low Achievers(Tutees) of the Experimental
Group and Low Achievers of the Control Group on the basis of
Pretest score.
88
8 Significance difference between the mean scores of low achievers
(Tutees) of experimental and low achievers of control groups
89
9 Expression of the Posttest scores of both experimental and control
groups in frequency distribution form
90
10 Significance difference between the mean of posttest score of
experimental and control group
91
11 Comparision of the High Achievers(Tutors) of the Experimental and
High Achievers of the Control Group on the basis of Posttest score
91
12 Significance difference between the mean scores of experimental
and control groups of high achievers
92
13 Comparision of the Low Achievers(Tutees) of the Experimental
Group and Low Achievers of the Control Group on the basis of
Posttest score.
93
14 Significance difference between the mean scores of low achievers
(Tutees) of experimental and low achievers of control groups
94
15 ANOVA table showing significance difference among the mean
posttest scores of experimental and control groups
94
16 Expression of post test score of both experimental and control group
with respect to knowledge level in frequency distribution form 95
xiii
17 Significance difference between the mean of post test scores of
experimental and control group with respect to knowledge level of
cognitive domain.
96
18 Expression of post test score of both experimental and control group
with respect to comprehension level in frequency distribution form
96
19 Significance difference between the mean of post test scores of
experimental and control group with respect to comprehension level
of cognitive domain.
97
20 Expression of post test score of both experimental and control group
with respect to application level in frequency distribution form
98
21 Significance difference between the mean of post test scores of
experimental and control group with respect to application level of
cognitive domain.
99
22 Comparision of the High Achievers(Tutors) of the Experimental and
High Achievers of the Control Group on the basis of Posttest score
with respect knowledge level of cognitive domain
99
23 Significance difference between the mean scores of experimental
and control groups of high achievers with respect to knowledge
level of cognitive domain
100
24 Comparision of the High Achievers(Tutors) of the Experimental and
High Achievers of the Control Group on the basis of Posttest score
with respect to comprehension level of cognitive domain
101
25 Significance difference between the mean scores of experimental
and control groups of high achievers with respect to comprehension
level of cognitive domain
102
26 Comparision of the High Achievers(Tutors) of the Experimental and
High Achievers of the Control Group on the basis of Posttest score
with respect to application level of cognitive domain
102
27 Significance difference between the mean scores of experimental
and control groups of high achievers with respect to application
level of cognitive domain
103
28 Comparision of the Low Achievers (Tutees) of the Experimental
and Low Achievers of the Control Group on the basis of Posttest
score with respect knowledge level of cognitive domain
104
29 Significance difference between the mean scores of experimental
and control groups of low achievers with respect to knowledge level
of cognitive domain 105
xiv
30 Comparision of the Low Achievers (Tutees) of the Experimental
and Low Achievers of the Control Group on the basis of Posttest
score with respect comprehension level of cognitive domain
105
31 Significance difference between the mean scores of experimental
and control groups of low achievers with respect to comprehension
level of cognitive domain
106
32 Comparision of the Low Achievers (Tutees) of the Experimental
and Low Achievers of the Control Group on the basis of Posttest
score with respect application level of cognitive domain
107
33 Significance difference between the mean scores of experimental
and control groups of low achievers with respect to application level
of cognitive domain
108
xv
LIST OF FIGURES
Title Pages
1 Pretest Posttest Equivalent Group Design 9
2 Pretest Posttest Equivalent Group Design 76
3 Frequency distribution of pretest score 86
4 Frequency distribution of pretest scores of high achievers of
experimental and control groups
87
5 Frequency distribution of pretest scores of low achievers of
experimental and control groups
89
6 Frequency distribution of posttest scores of the experimental and
control groups
90
7 Frequency distribution of Posttest scores of high achievers of
experimental and control groups
92
8 Frequency distribution of posttest scores of low achievers of
experimental and control groups
93
9 Frequency distribution of posttest scores of the experimental and
control groups with respect to knowledge level
95
10 Frequency distribution of posttest scores of the experimental and
control groups with respect to comprehension level
97
11 Frequency distribution of posttest scores of the experimental and
control groups with respect to application level
98
12 Frequency distribution of Posttest scores of high achievers of
experimental and control groups with respect to knowledge level
100
13 Frequency distribution of Posttest scores of high achievers of
experimental and control groups with respect to comprehension level
101
14 Frequency distribution of Posttest scores of high achievers of
experimental and control groups with respect to application level
103
15 Frequency distribution of Posttest scores of low achievers of
experimental and control groups with respect to knowledge level
104
16 Frequency distribution of Posttest scores of low achievers of
experimental and control groups with respect to comprehension level
106
xvi
17 Frequency distribution of Posttest scores of low achievers of
experimental and control groups with respect to application level
107
18 Coding of participant observation 113
xvii
ACKNOWLEDGEMENTS
Thanks to Allah Who deserves all praises alone. It is only the blessing of
Allah, Who enabled the researcher to complete this study and contributed a significant
knowledge to the field of pedagogy.
The researcher is grateful to his most co-operative, knowledgeable,
experienced supervisor Dr.Rabia Tabassum who expanded her all kinds of co-
operation, and support which has empowered the researcher to complete this
dissertation well in time. The researcher is deeply grateful to her for the useful
suggestions, assistance and immeasurable affections. Her positive attitudes provided
the researcher encouragement to overcome the obstacles and hurdles.
The researcher is also very thankful to Dr. R. A. Frooq for his assistance and
useful suggestions during the studies.
Special thanks are paid to the participants of the study, the Principal Tariq
Ameen and the respected teacher Qadir khan, who extended all their efforts for the
smooth conduction of the study.
Special thanks are also paid to his friends Sajjad Hussain, Syed Mohammad
Amir, Dr. Mohammad Kaleem and Assistant Professor Dr. Ayaz Ahmad for their
continuous support and assistance in the study.
The researcher is also thankful to his father and mother for their continuous
moral support and prayers and a very special thanks to the most affected of this study
is to his wife who never expresses any desire and never shared an issue which can
disturb the researcher and always prayed for soon completion of the study.
Irfanullah
xviii
ABSTRACT
The present study was aimed to analyze 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 effect of peer tutoring on the
academic achievement of students in the subject of biology; (2) To investigate the
effect of peer tutoring on the academic achivement of tutors and tutees of
experimental group; (3)To examine the effects of peer tutoring with respect to
knowledge, comprehension and application levels of cognitive domain of Bloom
Taxonomy; (4) To explore the effect of peer tutoring on the motivation of the students
towards learning. All 433,405 boys‟ students at secondary level of 10th
grade of
Khyber Pakhtunkhwa were the population of the study. Forty (40) students of 10th
grade, who were studying biology as elective subjects, were taken as sample of the
study from Allied National Software Institute (ANSI), a private secondary school in
Mardan through random sampling. The Pretest Posttest Equivalent Group Design was
used. Teacher made pretest, posttest and participant observation were the data
collection tools. The data collected from pretest and posttest, were analyzed through
independent sample t-test and ANOVA. The qualitative data obtained from
participants observation, was analyzed qualitatively.
It was found that the mean score of experimental group was significantly
better than the mean score of control group. It was found through participant
observation that peer tutoring had developed strong motivation in both tutors and
tutees. It was concluded that peer tutoring was the effective method of instruction of
teaching biology at secondary level which had enhanced significantly the academic
achievement and motivation of both tutors and tutees as compared to control group.
Peer tutoring was also found effective in the development of academic achievement of
xix
students at secondary level with respect to knowledge, comprehension and application
levels of bloom taxonomy. It was suggested that peer tutoring may be incorporated
along with other teaching methodologies of teaching for the subject of biology and
due consideration may be given to tutoring strategies in all teacher education practices
in the country. The principles, procedures and rules of peer tutoring should be
followed while conducting any peer tutoring program. The current study is conducted
on male students; therefore, future studies are recommended to use different samples
of male and female students at different academic levels.
1
Chapter 1
INTRODUCTION
Individual difference is one of the factors that reduce the impact of all
teaching strategies. Individual instruction is one of the needs of every child which can
better address the needs of the children. Therefore, innovative strategies are usually
adopted to fill the needs of learner. Some of the innovative teaching strategies are
discussions, mentoring, private tuition, group work, counseling, peer-assessment
approach, joint work, peer tutoring and community based activities are the
approaches which are child centered (Ali, Anwer & Abbas, 2015).
Tutoring means to facilitate and support individuals who are not expert by
other who are more expert and trained through interactive, consequential and planned
way. Usually new students learn well through tutoring by sharing their inner feelings
with other colleagues. The practice of tutoring is old and recorded even before Rome
and Greeks and has passed through evolution with up and downs but never ceased
(Topping, 2000).
According to Topping (2000) tutor does not need to be very expert and skillful
in his/her field but just need to know a little more than the tutee. However, in case if
the tutor is very intellectual and has more knowledge than his/her tutee, he/she may
become uninterested and lead to failure of transfer of knowledge. Tutoring does not
need allocation of any special resources, material, and methodologies and tutors
should also not behave like expert teacher due to the lack of much background
knowledge.
Peer tutoring involves one student teaches/trains other student in contents on
which the first is skilled and second is novice or weak (Tiwari, 2014). It is a new
teaching strategy which involves that colleague students support one another and
2
learn to understand the difficult tasks in their academic career. Peer tutoring is a well
organized innovative strategy of teaching, which are organized and planned by the
teacher. Peer tutoring ensure targeted and individualized instruction, which cannot be
done by other method of teaching. Peer tutoring should have mutual benefits and
involve the sharing of information, thoughts and experience between the participants
(Amaka, 2013).
Peer tutoring is an instructional strategy where couples of children act together
for improving academic learning of each other adopting the roles of tutor and tutee
alternatively. The technique of Peer tutoring was found effective in the development
of spelling, reading, and language. The effects are more effective if Peer tutoring
involve a joint venture, among high performing and low performing students
(Mickelson & Yetter, 2003).
Peer tutoring enables the participants to build up their skills to handle
and arrange their own learning practices, working in organization with others,
giving and receiving answers about their actions and evaluation of their own
achievement. In the current time the importance of peer tutoring is rising day by day
and it has become the integral component of many academic courses and activities in
various states (Ali et al., 2015).
The extra activities of the teachers are increasing with passage of time by
demanding more than teaching by the administration of the institution and paying less
attention to teaching learning activities. So in this situation peer tutoring is one of the
techniques to increase time of teaching learning activities. According to many
researches like Austin (2008); Eisenkopf (2008), peer tutoring puts positive impacts
on students leaning, motivation, classroom achievements and socialization. Peer tutors
inculcate innovative ideas of problem solving and understanding in the minds of tutee,
3
which develops creativity in the students. Peer tutor can easily understand the
understanding level of the tutee and can easily draw out the knowledge about the topic
under discussion and can easily be streamlined to the current situation. Outcomes of
peer tutoring are very fruitful if both tutor and tutee are engaged in more meaningful
activities and they work collaboratively and all their process of peer tutoring is
structured and planned (Gordon, 2008).
Peer tutoring has a will ancestry in behaviouristic school of thought in the
development of learning abilities of students. The behaviourists advocate that the
results of peer learning can be enhanced by gratifying the excellent performers in the
tutoring or provision of other favourable situation for peer tutoring, so in this situation
the results of peer tutoring are connected with exterior stimulus which was the main
thought of B.F Skinner‟s theory of learning (Redzuan, Botty, & Shahrill, 2014).
The constructivist, both Lev Vygotsky and Jean Piaget advocated the approach
of peer tutoring for effective learning. The cognitive theory of Piaget does confess
that intellectual abilities of students develop in the pre and post preparatory session of
peer tutoring. Similarly some other qualities like group discussion, motivation and
self-belief of the students can be improved by peer learning (Rizve, 2012).
Peer tutoring was strongly supported by Lev Vygotsky. He thought that
educational achievements of weak students can be enhanced if they are connected in
the peer tutoring or in other combine work. Lev Vygotsky categorized the students in
three groups on the basis of their intellectual abilities. The “zone of actual
development” in which the learner learn independently, the second is “zone of
proximal development” in which the learner needs little help and Lev Vygotsky
suggested the approach of peer learning for pupils in this phase and the third level is
the “zone of no development” in which student cannot complete a task even with the
4
help (Mehra & Mondal, 2005). According to Rizve (2012) students experiencing peer
tutoring could do better in their “zone of proximal development” than students
experiencing traditional method of teaching.
One of the important aims of educational system of Pakistan is to enhance the
academic achievements of the students and specially much concentration is given at
secondary and higher secondary level for more scores in the annual examinations.
High score is beneficial for admission in high repute colleges. For the achieving high
scores the students are motivated through different techniques towards learning.
Those method of teaching which develops motivation towards learning are highly
appreciated. The trend in achieving the instructional objectives is shifting from
knowledge level to application level at secondary level in Pakistan. According to
some empirical studies Khattak, (2012); Mushtaq & Khan, (2010), peer tutoring is
one of the method which can enhance both academic learning and motivation towards
learning.
Austin (2008); Eisenkopf, (2008); Gok (2012); Razak and See (2010);
Romano and Walker (2010) are some of the important studies which worked on
measuring the effect of peer tutoring on the academic achievements and motivation of
the students at different level of studies and they all found that peer tutoring has a
significant effect on the academic achievements and motivation of the students.
According to the Educational Management Information System (EMIS)
(2015), in most of the Pakistani educational institutions the teacher student ratio is
above 1:43. This ratio has limited the teacher ability to teach according to the
individual needs of students. Peer tutoring is the strategy to overcome burden of the
teacher and may overcome the needs of the students without any extra financial
resources. Some researchers like Galaviz (2009) and Smith (2010) showed that due to
5
lack of proper planning and management peer tutoring some time puts negative
effects on the students. So it was needed to conduct peer tutoring in controlled and
planned manner. Numerous studies like Austin (2008); Swan (2014) have been
conducted on peer tutoring in foreign countries and very few like Rizve (2012),
Haider and Yasmin (2015) in Pakistan and no one in Khyber Pakhtunkhwa. Most of
the studies conducted on language and technical field and most of the researchers
failed to establish equivalent group design for peer tutoring. So it was needed to set up
an equivalent group design in order to confirm the achievement of the student to the
peer tutoring. So the researcher proposed to study the effects of peer tutoring on the
academic achievement of students in the subject of biology at secondary level in
Khyber Pakhtunkhwa through controlled and planned program of peer tutoring.
1.1 STATEMENT OF THE PROBLEM
Keeping in view the above discussion the current study is entitled as to
analyse the effects of peer tutoring on the academic achievement of students in the
subject of biology at secondary level.
1.2 OBJECTIVES OF THE STUDY
1. To find out the effect of peer tutoring on the academic achievement of
students in the subject of biology.
2. To investigate the effect of peer tutoring on the academic achievement of
tutors and tutees of experimental group.
3. To examine the effects of peer tutoring with respect to knowledge,
comprehension and application levels of cognitive domain of Bloom
Taxonomy.
4. To explore the effect of peer tutoring on the motivation of the students
towards learning.
6
1.3 HYPOTHESES OF THE STUDY
To achieve the above objectives the following null hypotheses were tested;
H01: There is no significant difference between the mean scores of experimental
and control groups.
H02: There is no significant difference between the mean scores of tutors (high
achievers) of experimental and high achievers of control groups.
H03: There is no significant difference between the mean scores of tutees (low
achievers) of experimental and low achievers of control groups.
H04: There is no significant difference among the mean posttest‟s scores of four
groups on the academic achievement.
H05: There is no significant difference between the mean scores of experimental and
control groups with respect to knowledge level of cognitive domain.
H06: There is no significant difference between the mean scores of experimental and
control groups with respect to comprehension level of cognitive domain.
H07: There is no significant difference between the mean scores of experimental and
control groups with respect to application level of cognitive domain.
H08: There is no significant difference between the mean scores of tutors (high
achievers) of experimental and high achievers of control groups with respect
to knowledge level of cognitive domain
H09: There is no significant difference between the mean scores of tutors (high
achievers) of experimental and high achievers of control groups with respect
to comprehension level of cognitive domain
H010: There is no significant difference between the mean scores of tutors (high
achievers) of experimental and high achievers of control groups with respect
to application level of cognitive domain.
7
H011: There is no significant difference between the mean scores of tutees (low
achievers) of experimental and low achievers of control groups with
respect to knowledge level of cognitive domain.
H012: There is no significant difference between the mean scores of tutees (low
achievers) of experimental and low achievers of control groups with
respect to comprehension level of cognitive domain.
H013: There is no significant difference between the mean scores of tutees (low
achievers) of experimental and low achievers of control groups with respect
to application level of cognitive domain.
1.4 RESEARCH QUESTION
1. How much the peer tutoring contributes into the motivation of students
towards learning in biology at secondary level?
1.5 SIGNIFICANCE OF THE STUDY
This study might be significant for teachers in a sense that how to give
individual attention to every student. Learning through peer tutoring may be long
lasting and more effective from other conventional methods of teaching. Teaching
through peer tutoring might develop socialization, expression of thought of the
students, confidence and motivation of the students towards learning which might be
helpful in effective learning for diverse group of students. This study may provide a
base for future researchers who want to conduct study in this field. The study may
provide an evidence for teacher training institutions in leading the student teachers in
peer tutoring approaches. The study may be, fruitful for policy makers and students.
8
1.6 DELIMITATION OF THE STUDY
The study was delimited to one private secondary school of boys of district
Mardan due to experimental nature of the study and delimited to three chapters
(Inheritance, Biotechnology, Man and his Environment) of 10th
grade biology because
theses chapters were taught in the intended period of experiment.
1.7 METHOD AND PROCEDURE
The following procedure was adopted for the study:
1.7.1 Population
All 433405 boys‟ students at secondary level of 10th
grade of Khyber
Pakhtunkhwa were the population of study (EMIS, 2015).
1.7.2 Sample
The sample of the study consisted of forty (40) students taken from Allied
National Software Institute (ANSI), a private secondary school for boys Mardan
through random sampling. The sample was further divided into two equivalent groups
that were experimental and control groups on the basis of pretest score by using pair
random sampling techniques. Both groups were further classified into low achiever
and high achiever students. In Experimental group the high achievers were named as
tutors and low achievers were named as tutees.
1.7.3 Design of the Study
This study was experimental as well as qualitative in nature. The investigation
had involved two equivalent groups of students. Therefore the pretest posttest
equivalent Group Design was used for measuring the effectiveness of peer tutoring.
Following is the symbolic representation of this design.
9
Where RE = Randomly Selected Experimental Group
RC = Randomly Selected Control Group
O1 & O3 = Pretests
O2 & O4 = Post- test
T = Treatment
d = Difference between mean scores of Pretest and Posttest
Figure 1.1 Pretest Posttest Equivalent Group Design
1.7.4 Research Instruments
Data were collected through teacher made pretest, post test and participants
observation.
1.7.5 Data Collection
Pretest was administered to the sample of the study in order to form two
equivalent groups. During treatment period experimental group was engaged in peer
tutoring and control group was taught through lecture demonstration method and the
treatment was continued for seven weeks. Soon after the treatment was over post test
was administered for measuring the effectiveness of treatment. The qualitative data
regarding measuring the motivation of the students were collected through participant
observation by the researcher.
RE = O1 T O2
RC =O3 O4
d RE = O2 - O1
d RC = O4 - O3
D = d RE – d RC
10
1.7.6 Analysis of Data
The data collected from pretest and posttest were analyzed through Mean,
Median, standard deviation, standard errors, percentage, independent sample t-test
and ANOVA. The p value for testing the hypotheses of the study was 0.05.
Furthermore, the qualitative data obtained from participant observation to measure the
motivation of the participants were collected and analyzed qualitatively using coding,
recoding and theme development.
11
Chapter 2
REVIEW OF RELATED LITERATURE
This study is designed to explore the effects of peer tutoring on the academic
achievements of students in the subject of biology at secondary level through
experimental research. Peer tutoring is one of the important methods of instruction to
fulfill the needs of students and help them in developing self-expression, confidence,
motivation and socialization.
Education is a process of bringing positive, desirable, acceptable and
permanent change in the behaviour of individuals through experience. The process is
divided into two levels; one reflects the process by which learning takes place, called
the procedural understanding of the phenomenon, while the other reveals the product
that is, the results in-term of learning concepts, skills or attitudes (Rao, 2014).
Procedural understanding represents the methodologies, techniques and
strategies adopted for the implementation of educational concepts. Changes reflected
by the education are always ensured by the procedural knowledge, for which teacher
education is engaged in research activities to bring more and more productive
methodologies of teaching. Therefore, it is more important and need more
consideration.
The quality of education greatly depends on the way it is imparted. The world
has seen a revolution in the exercise of teaching methodologies. In this regard, in the
last half of this century there is shift towards teaching approaches that are more
learners-centred and less teacher- centred. In this respect, some major methodologies
that are exercised in the class room are discussed in the coming section (Shirvan,
2008).
12
2.1 METHODS OF TEACHING
Teaching methods are varied on the basis of the nature of objectives,
systematic procedures, techniques as well as rules. The quality of education in an
institution is determined by the quality of teaching learning process. Hence, learning
experiences in an institution are one of the factors which are determined by a
teacher‟s teaching style leading to quality education without allocating any extra
resources (Serbessa, 2006).
Teaching methodologies are identified as modern and traditional
methodologies. Traditional methodologies are usually under the control of the teacher
and all the students are working with the teacher and acting in one group. In this
condition all the students are concentrating and the teacher is sure that all students are
getting something and students also feel relax. But in these methodologies all students
cannot get equal attention and teacher is usually ignoring the mental level which is a
bad experience for shy and nervous students. This approach emphasises too much on
teaching and little attention is paid to learning. In contrast, modern methodologies are
student-centred. In these methods the main role of the teacher is that of “helps
learning to happen”. The role of the teacher is to make the environment conducive for
learning by designing activities, involving students in learning activities and enabling
them to proceed at their own level and pace. Here, the teacher encourages the students
to participate, interact, express, do work and talk (Boumova, 2008).
According to the research conducted by Boumova (2008), it was found that
both traditional and modern methodologies bring results if used appropriately. But the
motivation of the students is greatly raised through modern methodologies. Modern
methodologies are also effective for the development of the students‟ interest,
communication power retention and socialisation level.
13
In the current scenario we are facing transition in the education system where
we need to adopt and accept new concepts. We are moving from traditional to
constructive learning, from useful to meaningful activities, from applying old
knowledge to building new knowledge, from analytic to holistic approach and from
teacher centred to student centred approaches (Segura, Deledicque, & Hogh 2012).
In order to maximise the students‟ participation in learning activities, modern
teaching methodologies like problem based learning, projects, pair work, peer tutoring
and group activities should be encouraged and implemented in the class rooms as it
can help in making the environment conducive for it (Bercikova, 2007).
2.2 STUDENT CENTRED APPROACHES
Keeping in view the above discussion some of the important student centred
approaches are described below;
2.2.1 Project Method
Project method is a teacher-facilitated student-centred method in which a
student, or some time group of students work on particular task, and complete it
within due period of time. This method provides opportunity to the students to work
according to their own level of thinking where they plan their work, set targets,
allocate resources and carry out their work according to their own knowledge and
skill and finally draw conclusions (Erdem, 2012).
Project method is supported by constructivist theory of learning which argue
that learning is very effective and long lasting when children are engaged in
developing their own knowledge (Muriithi & Odundo, 2013).
Twoli (2006) noted that individual project method measures the individual
capabilities of a student that includes cognitive skills, perceptions, motor skills and
attitudes towards science education. However, the project based learning was found to
14
have no significant effect on the test anxiety and attitudes towards academic success
in science (Erdem, 2012).
2.2.2 Problem Based Learning
Problem based learning is an instructional approach that depends on the
constructive theory of learning in which students are assigned chaotic and
unstructured problems, in which students work under the guidance of the teacher and
try to find the solution of the problem on the basis of their prior knowledge (Araz &
Sungur, 2007).
The theory of constructivism states, that learning takes place by creation of
knowledge in the mind of the student. The process of creation of this new knowledge
depends on the prior knowledge and experiences of the student. If the problem is
consistent to the previous knowledge of the student, it can be easily assimilated and
useful learning will occur or vice versa. Problem based learning (BPL) is one of the
applications of this theory in learning environment and it is based on the principle that
problem should be assigned to the students on the basis of prior knowledge which
eliminates the chance of misdirection of new learning. PBL is useful in a sense, that it
enhances decisive thinking, communication power, and joint efforts of the students
(Celik, Onder, & Silay, 2011).
2.2.3 Case Study
Case study is a student centred approach which covers a wide range of
problems. Most of the case studies are based on the real events of the surrounding.
The cases may be complex or simple in nature. Case studies develop students‟
communication skill, critical thinking, and interpersonal skills. It enhances the
student‟s proficiency in both written and oral communication. Case study makes the
15
students to better participate in real life situations and train them in management,
negotiations, presentation and developing the spirit of team (Garvin, 2004).
2.2.4 Role Play
Role playing is one of student-centred instructional strategies that have been
successfully applied in various disciplines. In this method students adopt the role of
different stake holders in the project and try to solve the real life problems
(Bhattacharjee & Ghosh, 2013).
Role play is also considered as a special type of case study in which an open
and clear situation is created in which specific role is played by the students both by
acting and communicating. Role playing is differentiated from the case studies on the
bases of practical experiences involved, while in case studies students just read
characters and situations. Due to the practical involvement and irrespective of the
nature of the job relating to the students it provides opportunities to students for
learning in both cognitive domains, where knowledge and incidents are evaluated in
the affective domains involving values and emotions as well. Role playing is used as a
technique for learning. Some shy students have anxiety with role-playing; hence, such
students should not be assigned role playing (Nickerson, 2008).
According to Nickerson (2008) the following guidelines should be kept in the
mind while designing role playing activities for the students;
i. Teachers must be clear about the learning outcomes.
ii. Teachers must be aware about the latent potentialities of the students.
iii. Role play should be arranged very cautiously. If the students have no
experience of role play, it is suggested to start the activity with small and clear
structure. In this way though it will take more time but be very beneficial.
16
iv. The role of the students should be provided in written; it will help the students
in understanding their roles and should be instructed to behave accordingly.
v. Each student should be given only the description of her/his own task in the
play.
vi. The class should be divided into players and observers. Observers should be
given guidelines for observation.
vii. Both the observers and the actors should be given the chance to exchange their
roles so that everyone gets the chance to experience the role of players as well
as observers. Then students should be allowed to discuss the roles with each
other and the learning which is gained during the experience of the play.
viii. When students get the familiarity with the role play, then players and
observers should be selected on the choice of the students.
ix. When the objectives are achieved then role-play activity should be ended.
2.2.5 Academic Role Play
Among the most effective and commonly used teaching strategies in American
universities, one is academic role play which is used for the preparation of the
prospective teachers. If the instructor wants to implement a new skill through
academic role-playing, he should guide the students and allow them to apply these
skills in realistic safe classroom environment correctly. It also helps the students in
developing confidence level in the real world situation. This blended method was
investigated in an undergraduate university in the contents designed to train the
individuals for the school teaching. The researcher concluded that the students in such
technique not only master the intended skill and techniques but also gained
confidence (Crow & Nelson, 2013).
17
2.2.6 Group Discussion
Class discussion or group discussion is the most popular teaching method. It is
student centred method and democratic in nature and usually facilitated by the teacher
or some time by leader of the group. Discussion method is useful for those topics
which have no clear cut answer rather it includes intricate and controversial issues and
requires conceptual understanding of the contents. Students can do their preparation
for discussion by researching or studying the relevant material. Discussion usually
initiated by responding to an important issue by highlighting its causes and possible
solution through analysing different perspectives. The method of discussion can be
implemented in most of the disciplines, but it is very important that the environment
of the class should be favourable for discussion. Students should be educated for
conducting the discussion sessions. Teacher should motivate and encourage the
students to participate in discussion according to the rules and prohibit any type of
violation on the part of students and support different viewpoints on the basis of valid
arguments (Rizve, 2012).
2.2.7 Cooperative Learning
Cooperative learning is an instructional strategy which shifts students from
teacher centred submissive learning situation to the setting where students interact,
depend each other, share their knowledge and resources in the cooperative
environment. Cooperative learning involves pairing and working of two to six
students in order to enhance the learning of each other. Cooperative learning promotes
greater learning and develops cognition of the students, if it is properly utilized and
controlled within their limits. The groups formed during cooperative learning may be
formal, informal discussion group or target oriented group. Usually teamwork,
creativeness, responsibility, clash resolution skills and crisis management skills can be
18
developed through cooperative learning in small groups. Cooperative learning is very
beneficial for those students who are very reluctant in presenting their ideas may feel
some confidence. The main task of the cooperative learning is to enhance the ability
of the students to work in joint and combine task with others and such tasks cannot be
accomplished individually. The role of the teacher is to inculcate the spirit of
cooperation and joint work (Jacobs, 2004).
2.2.8 Supplemental Instruction
Supplemental Instruction is one of the new peer assisted instructional model
which was for the first time implemented in the University of Missouri- Kansas City
in 1974 by Deanna Martin. The supplemental instruction is usually used in the
academic courses which are difficult. Supplemental instruction involves informal
gathering, discussion in which students discuss difficult topic and compare contents
and analyze expected test items. This type of assistance is added with the course
contents at the secondary, higher secondary and professional institutes and used in all
over the world. Supplemental Instruction was initially used for the first time for
development of retention level of the students of Health Sciences. After successful
implementation of this programme in the USA in the Educational Deportment, it was
named “Exemplary Education Program” (Congos, 2003), and accepted as
supplementary program in the United States of America. The supplemental
Instruction is also considered by the Education Department as one of the factor to
increase the rate of college graduation (Anderson, 2014).
2.2.8.1 Objectives of supplemental instruction
The most important purposes of supplemental instruction are to decline the
abrasion, truancy and develop the understanding, retention and study habits of the
students as in most of the institutions throughout the world, truancy and dropout of
19
the students is the most threatening problem. According to the findings of the
researcher in the USA more than 50% of the students who started secondary
education at schools, colleges and universities leave the institutes before completing
the graduation. Due to this reason the institutions of higher education started the
experience of the supplemental instruction on the plea to retain maximum students
along with enhancing their academic performance (Green, 2005).
2.2.9 Pair Work
In pair work students study with each other asking question from each other
replying and correcting each other in controlled environment. In pair work students‟
talk time is increased; as compared to traditional classroom teaching. Pair work
includes, individual work, pairs, small group, and whole mixing together as
individual, depending on the nature of the lesson and strategy of the teacher. Two
kinds of pairing, fixed and flexible are always used by the teacher. In fixed pairing
student work with the same partner during completion of the same task or same kind
of task. While in flexible pairs the students can change their partner. Pair work is not
limited to any particular stage of lesson but can be ranged to numerous activities of
reading, listening, discussing, explaining, problem solving, correcting and questioning
and answering (Bercikova, 2007).
2.3 PEER TUTORING
Peer tutoring is a method of instruction in which one or small group of
students are taught individually by his/her colleague or senior students. According to
Topping (2000) Tutoring can be defined as, “people who are not professional
teachers help and support the learning of others in an interactive, purposeful and
systematic way. It is most usually done on a one-to-one basis, in a pair.” The student
who gives instruction is called tutor and the student receiving instruction is called
20
tutee. Peer tutoring may be used as a separate method of teaching or may be used as
technique to supplement traditional teaching. In traditional teaching it is used to help
slow learners among the large group who need remedial measures. Being a colleague
and friend the tutee is free to express him, ask different questions and can express
multiple solutions to the problems. This may develop the comprehension level of both
tutor and tutee (Mehra & Mondal, 2005).
Peer learning was also defined by Topping (2005) as, peer learning is process
of acquiring knowledge and ability within a cooperative environment through helping
and discussion in cooperative manners among students. The members of peer tutoring
are not expert rather both may be of same grade level or different from each other by
one or two grade level. Tutors are a little bit higher in cognitive qualities or some time
experts in particular discipline. Both partners of the pair have challenges in their joint
struggle.
Falletta (2015) the director of the tutor training at Chandler-Gilbert
Community College has defined tutoring as, “a one-to-one or small group activity
where a person who is knowledgeable and has expertise in a specific content area or
discipline provides tutelage, help, or clarification to one or more who do not”. The
main objective of the tutoring process is to help the learner to become independent in
his/her learning and the role of the tutor is like an instrument to assist students.
Peer tutoring is often confused with mentoring, but mentoring is differentiated
from peer tutoring as, it involves encouragement and support of novice learners by
experienced person and it usually occurs in the professional field. Mentoring is
characterized by simulation, modeling, motivation, assistance, guidance and
counseling. It usually occurs in cross age group in the professional field (Topping,
2005).
21
Cooperative learning is also sometime confused with peer tutoring. But
cooperative learning is an interdependent structure of students in which a group of
students is positively interdependent on each other in cooperative manners and they
all proceed to achieve common goals. Cooperative learning is facilitated by teacher
and usually involves a heterogeneous group of having more than six students.
Cooperative learning develops better learning and intellectual abilities of the students
if it is conducted in a structured procedure (Topping, 2005).
2.3.1 Significance of Peer Tutoring
Peer work gives many advantages to students as it gives them opportunities for
speaking and learning in a friendly environment. Peer tutoring offers privacy to shy
students where they can express themselves when they may not perform in front of
the whole class. Peer tutoring is a student centred approach in which students work
independently and go in their own pace. It creates cooperation between students in
completing their task. It also minimizes the rate of usual mistakes which is often not
felt by the tutor or tutee by self. It also enhances the confidence level of the students
and develops the cognitive level of the students (Watcyn, 2002).
When a student is interacting positively to a very competent colleague for
solving any academic problem, it plays a great role in the development of cognitive
level with respect to comprehension and application levels of both, tutee and tutor.
The tutee gets benefits by asking questions, accepting challenges and providing
response to the tutor. The tutor gets benefits by preparation of instructional material
for teaching to tutee and by answers the tutee‟s questions and problem (Mehra &
Mondal, 2005).
Ward and Lee (2005) explored that peer contribution in the learning of new
skills is also significant. Peer tutoring was effective in the learning of physical
22
education and practical talent which can play role in the development of psychomotor
abilities of the students.
Brost (2011) has highlighted some of the benefits of peer tutoring in his thesis,
in which the most important ones are academic achievement and social development.
The other benefits include development of eagerness for learning, and enhance
participation level of the students particularly in discussion. Peer tutoring is helpful
for both tutors and tutees. On the part of tutors, tutoring reinforces their skills and
understanding level which ultimately enhances their confidence level. According to
Jenkins (2002, as cited in Brost, 2011) peer tutoring enhances achievement level twice
than computer based instruction, three times higher than small size class and four
times higher than extending the school time.
Miller argues (2002, as cited in Brost, 2011) that peer tutoring is beneficial for
institutions as it helps in accountability, assessment and enhance outcomes of the
institution. Limited financial resources for recruiting additional teachers is one of the
problems education system is facing. Such problems can be manage by peer tutoring,
utilizing volunteers and free students. Drop out rate can also be controlled by this
technique.
However, the programs of peer tutoring are not devoid of any drawbacks.
There are some of the shortcomings which are mostly related to the structure and
management of the program. Hence it is needed that peer tutoring activities should be
highly structured and comprehensive. Peer tutoring programs should be conducted
under strict supervision and controlled environment (Brost, 2011).
2.3.2 Training Requirement for Tutoring
Maynard and Almarzouqi (2006) pointed out that peers as a tutors do not
always provide right scaffolding to the tutees due to the lack of relevant experience
23
and skills, therefore tutors need supplementary instruction and training and also needs
to obey rules and regulations of the system and the process of tutoring. According to
Leung and Bush (2003) tutors should be briefed about their roles before the
commencing of the tutoring process. The conflicts and ambiguities in the minds of
tutors should be removed before starting the peer tutoring.
Due to the lack of experience and especially in the case of peer tutoring in
secondary schools the tutors need trainings most of the renown colleges and
universities have arranged regular tutor training programs and have developed
training manuals like, Tutor Training Manual in Chandler-Gilbert Community
College. Falletta (2015) provides a learning and resource centre for peer tutors and
provides tips and techniques for peer tutoring. Guide for Tutors and Tutees State
University of New York Oswego Office of Learning Services (Smith and Nicolai,
2013), have developed and compiled contents for instructors, tutors, tutees and for
other administrators. Tutoring and Writing services Peer tutor Training Hand book
Monmouth University (Cleary, 2016) has developed a hand book and training manual
for the selected peer tutors. Peer Tutor Program of Skidmore College (Pashley, 2015),
provides training to tutors on various perspectives of peer tutor training programs.
Peer Tutoring Hand Book is developed by Haverford College (USA) for guidance of
peer tutors for peer tutoring. The college also provides training for peer tutors with
out any financial charge. During the year 2013-14 the college has provided training on
peer tutoring to 90 students of Haverford college (Wilcox, 2015).
2.3.3 Principles of Peer Tutoring
Topping (2000) has identified and discussed ten principles of peer tutoring in his
book, „Tutoring‟. These principles were;
24
i. Management of time and give importance to the real life goals of the tutee
Management of time is one of the important components of successful learning.
Small and frequent sessions of learning are more effective than prolong sessions. The
real life goals of the tutees are important but the tutor will focus on the importance of
task. Tutors should keep the mental level of the tutee in their minds and should try to
explore misunderstanding of the minds of the tutees. Tutoring process should be
consisting of small steps and the process should be proceeded after following these
steps using specific learning strategy.
ii. Ask question, give time for thinking and then proceed
Irrelevant discussion should be avoided, and allocated time must be used up in
tutoring activities. Different types of activities should be designed for the tutoring
session in order to develop interest of the tutors and tutees. Different types of
questions should be asked from the tutees about performing some tasks. Then they
must be allowed to think on the basis of their knowledge for solving the problem or
performing the task and then allowed to answer and perform. In case of no answer
they should be given some clues so as to assist them in guessing the right answer.
iii. Checking of performance and correction of errors
Tutor should regularly check the performance of the tutees and try to find the
errors. The reason behind is that identification of errors gives the opportunity for
learning while ignoring mistakes develops faulty learning. When you find an error,
then motivate and encourage the tutee to find the answer. This will develop self-
correction ability and may raise confidence level of the tutees.
iv. Discussion and praise
Discussion is the main theme of the tutoring process. Discussion initiates the
development of information in the mind of the tutee and promotes deeper
25
understanding. In case of good performance the tutee must be encouraged by praising
and commending or in some other words. At the end of the tutoring session the main
contents should be discussed.
v. Support and help the tutee in challenging tasks in order to develop deep
understanding
In many researches and school practices the tutoring activity has been
conducted in language learning classes, especially in the development of the reading
ability. According to this principle the tutee should be supported in the correct reading
of difficult words, but the principle is general; therefore, the tutee should be supported
in the difficult tasks in any tutoring activity.
vi. Developing the writing ability of the tutee by generating their ideas
This principle is related, how to develop the writing of the tutee? The steps
involved in this principle are; developing idea of the tutee by asking various
questions, naming the ideas by a single word, reviewing and arranging the ideas in
order and then linking the related ideas by mind mapping. The tutee will be asked to
write out a rough draft of the text on the basis of mind mapping. Here the tutor will
write only the difficult words and will tell tutee to copy them or will teach the
spellings of these words. Next the tutor will read the draft aloud, and highlight the
problematic words. After this he will be provided with suggestions for changes.
Finally the last draft might be written either by tutor or tutee and will be signed by the
both as mutual authors. The last draft then may be evaluated by exchanging it with
other pairs.
vii. Finding the problems of the tutee and ask probing questions
Provide opportunity to your tutee, to explain his/her difficulty. If he/she has
problem in the pronunciation, then pronounce for it and check their level of
26
understanding. Ask such questions from the tutee which can provide clues and
stimulate intellectual abilities of the tutee. Wait for their answer, and encourage them
to share with you their inner feelings to enable you to find the reasons of wrong
directions so as to easily solve the problem. Always try to make the problem real and
according to real life situations.
viii. Recruiting tutors and pairing with tutees
This principle is related to how tutors will be recruited for tutoring sessions?
Therefore clearly mention how tutors are recruited and how they will be rewarded?
Permission from parents is also necessary. The objectives of the lesson should be
known to both tutors and tutees. The difference between the level of the tutors and
tutees should also be clear to them as well as the organizers of the tutoring session.
During pair formation the relationships of the students and individual differences
should be kept in the mind. Close friends usually work well if paired with each other.
Time, location, number of sessions per week all should be clearly mentioned. The
strategy that will be adapted should also be mentioned clearly in case of absentees of
tutees or tutors.
ix. Provision of training and materials
The method adapted for peer tutoring should be clearly mentioned. Training of
tutors is necessary. If possible, give training to both tutors and tutees. The contents of
the training and other relevant material should be provided to the tutors. During
training all the relevant skills required for peer tutoring should be explained and
inculcated in the minds of the tutors.
x. Monitoring, intervention and feedback
Monitoring of the tutoring process is the important factor for the achieving
objectives of the tutoring session. In case of wrong proceeding, the coordinator should
27
intervene for preventive purposes. In case of good performance, both partners should
be praised and valued in order to boost their motivation and enthusiasm. The
organizers should demonstrate practical examples for solving the most common
problems occurring in the tutoring session. Discuss the progress and problems with
both tutors and tutees. If possible video recording should be made for monitoring
purpose. If majority of pairs are experiencing problems then refresher training should
be arranged.
2.3.4 Types of Peer Tutoring
There has been done much work on peer tutoring and most of these studies
have described the various types of peer tutoring. In this regard, the following types
of peer tutoring are enlisted:
2.3.4.1 Reciprocal peer tutoring
Reciprocal Peer Tutoring is a collaborative approach in learning in which
students acquire turns alternating between the position of tutor and tutee. Reciprocal
Peer Tutoring (RPT) was developed by John Fantuzzo in 1984. In this method,
students are gathered in groups of two or more and are taught to work together
on a specific educational task. The students work together to guide, monitor, and
evaluate each other, while working towards group objectives (Henson, Hagos, &
Villapando, 2009).
Reciprocal Peer tutoring involves two way instructions which develops mutual
benefits and involves the sharing of information, thoughts and experience between the
tutor and tutee. It was experimentally proved that reciprocal peer tutoring had very
major effect on the performance of the students in the Algebra and it was
recommended to implement reciprocal peer tutoring as substitution instructional
28
strategy in other academic courses for the improvement of academic performance of
the students (Ali et al,. 2015).
2.3.4.2 Cross age peer tutoring
Cross age tutoring some time called cross-grade tutoring which involves a pair
of students of different ages, in which the older student behave the role of tutor and
the younger student acts the role of tutee. The cross age peer tutoring is based on a
variety of combinations. For example elementary students are paired with students of
high grades. Cross age tutoring is an effective strategy in classroom which consists of
multi-grade students in which the older students help the students of low grades in
their lesson. This strategy of peer tutoring is also helpful for students with learning
disabilities (Kim, 2015).
There are no clear cut rules for conducting cross age peer tutoring, however
some orientation is provided to tutors. The orientation session varies, depending on
the nature of the tutoring activities. Usually the orientation training includes
objectives of the tutoring activities, strategies for the scaffolding, feedback and
evaluation. The roles of the tutors include behaving like model for tutees, organizing
and managing work, motivating and facilitating the tutees and encouraging discussion
and interactions (Rizve, 2012).
Cross age tutoring is effectively applied on children with disabilities in their
academic behaviour. Tutoring activities not only enhance the academic level but also
develop self-management, and motivational level of the students. Individualized
Educational Plans (IEPs) is the need of special children which cannot be achieved by
a single teacher but through Cross-Age Tutoring if properly implemented (Rizve,
2012).
29
2.3.4.3 Parent/Volunteer tutoring
Parents and other society members are usually attached to the school for
multiple purposes. This attachment appears in the form of financial support, academic
enhancement, management, and supervision. Usually the academic enhancement
occurs in the form of provision of volunteer tutoring. In case of slow learning or some
problems in academics, parents usually arrange home tutors for their children (Rizve,
2012).
2.3.4.4 Class wide peer tutoring
Class Wide Peer Tutoring is a type of peer tutoring which engages whole class
in peer tutoring using a game format. In this format pairs of students are formed using
ability of the students or some time formed randomly but the pairs are altered on
weekly basis. The role of the students is exchanged from tutor to tutee and in vice
versa. This approach is also applicable in the setting of special education. Further
Starr, (2009) has cited many empirical studies, which confirms the significant role
played by the class wide peer tutoring (Starr, 2009).
2.3.4.5 Same age peer tutoring
In same age peer tutoring the tutors and tutees may have same ability level or
intelligent students can be paired with less intelligent students of the same class. In
case when tutors and tutees have same ability level, then both the tutors and tutees
have equal opportunity of learning. When the tutors and tutees have different ability
level, then flow of learning moves from tutor to tutee and tutee ask questions and tutor
tries to answer and satisfy his/her colleague (Hott, Walker, & Sahni, 2012).
2.3.5 Teacher’s Role in Peer Tutoring
Teacher play very important role during peer tutoring. Smith (2010) has
identified some of the major roles of the teacher. For example students preparation,
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task training, creation of sound environment etc, are the important roles of the teacher
during peer tutoring. According to Wilkinson et al., (2000) observation, examination,
monitoring of peer interaction and direct involvement in case of wrong happening are
important roles of the teachers during peer tutoring. Brown (2006) investigated class
activities of small children and found that teacher can play role in encouraging
students and can increase talk time of the students. This study has also recommended
that teachers should provide attentive and appealing activities and should be aware of
the language used by the children.
2.3.6 The Role of Tutor in the Tutoring Process
Smith and Nicolai (2013) have described the following roles of the peer tutors;
i. The tutor‟s work is to facilitate students in the problems occurred in the
learning of the students.
ii. Tutors should attend training or guidance for tutoring.
iii. Tutor should be a model for the tutees and should exhibit the skills of a
problem solver and acquiring of new knowledge.
iv. Tutors present different types of teaching and learning strategies that are
adopted according to the situation.
v. In case of any issue tutors consult with teachers for guidance and help.
vi. Tutors work in collaboration with teachers for the development of contents
and plans for the tutoring session.
vii. Tutors should have knowledge and information about the contents of the
tutoring.
viii. Tutors provide apparatus, resources and other required materials to the tutees.
ix. Tutors should be regular, efficient and factual which enable him/her a role
model for tutees.
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x. Tutors should be fluent in language and competent in order to communicate
effectively with teachers and tutees.
xi. They should maintain privacy about the tutees and should respect them.
2.3.7 Role of the Tutees in the Tutoring Process
Smith and Nicolai (2013) described the following roles and responsibilities of
the tutees for the tutoring:
i. The tutee should talk with the teacher in case of not understanding the tutor,
because teacher is the ultimate responsible for instruction.
ii. Tutees should come to the class with text book, and other material and
questions for the tutors.
iii. Tutees should be active in learning, and heir behavior with the tutors should be
friendly not the teacher but with positive attitude.
iv. Tutees should keep themselves inform about daily updates regarding their
sessions and schedules.
v. Tutees should come in time for their scheduled sessions. In case of absentee
due to some urgent work or illness, they should inform their tutor or
coordinator.
2.3.8 Major Steps in the Tutoring Process
Falletta (2015) director of the tutoring and learning centre in Chandler-Gilbert
Community College has described the following steps of peer tutoring:
i. Greeting and arrangement
In the first step greet the tutee by name with smiling face. Then arrange place
of seating in such a way that facilitate interaction between tutor and tutee.
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ii. Task identification
The tutor should inquire from the tutee about the topic of the session. Then
tutor will assess the background knowledge of the tutee regarding the topic of the day.
The tutor will try to find the understandings' level of the tutee and will find the
question in the mind of the tutee.
iii. Division of task into parts
After identification the task, then it will be divided into manageable
components either by the tutor or coordinator of the tutoring program. There should
be sequence between the components and this sequence should be followed during
accomplishing the task.
iv. Find the problem in the thinking process
Ask from the tutee about the problem in the lesson which has instructed in the
class and also find the method of instruction followed in the class. After finding the
problem with tutee, the tutor will try to overcome this problem and will use alternate
strategy based on the mental level of the tutee. Tutor will help the tutee in exploring
their own problem by asking provoking questions.
v. Setting the plan
Keep the available time in the mind plan for the completion of the task. Allot
time for each component of the lesson keep in mind the cognitive level of the tutee.
The plan should be flexible that can accommodate any up and down.
vi. Executing the plan
Proceed the tutoring session according to the proposed plan and encourage the
tutee for more involvement. Always give appropriate answer and never disrupt the
tutee‟s idea. Always ask provoking questions and wait for their response. Apart from
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delivering the contents, the tutor should also encourage the tutees for getting more
knowledge from other sources.
vii. Summary of the lesson
Tutees will be asked to repeat the major contents and should be wait for their
response and try to avoid any interruption. Correction will be made after completion.
viii. Analysis of the summary
Analyse and make sure that the summary made by the tutee has represented
the contents of the lesson and also help in the understanding level of the students.
ix. Confirmation
In this step the tutor will confirm that the tutee has got the idea and has
understand the lesson and can do the task independently.
x. Closing
End the lesson with some positive advice and encouragement and instructions
for doing some home work.
2.4 ACADEMIC ACHIEVEMENT
The change in behavior acquired by the students in the form of knowledge,
ideas and expertise inside or outside the classroom environment is called academic
achievement. The quality and quantity of the academic achievements are measured
through different ways and the students are usually classified into high achievers, low
achievers and average students (Ejike, 2010). The Ejike, (2010) identified the
following factors that can affect the academic achievements of the students:
i. Parents
Parents and specially the mother is one of the most influential factors that
affect the academic achievements of their children by motivating and helping in their
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academic work. Nwakoby (2008) identified that fathers having biological education
has significant effect on the academic achievements of their children.
ii. Influence of Peer Group
According to Nwakoby (2008) academic achievement of students are affected
by their peer groups and this effect was found more significant in girls. It was
concluded by the study that students tend to achieve higher academic achievement
whose peers have strong affinity towards learning than those students whose peers
have strong affinity towards social work.
iii. Social Structure in Home
There are many variations in the social structure of the families from society
to society. The homes in which boys are encouraged for higher education and girls are
motivated to work for family are tend to produce boys with higher academic
achievements.
2.5 BLOOM TAXONOMY
Bloom taxonomy is the classification of educational outcomes made by
Bloom, Krathwohl and Harrow. Before going to develop the course contents or
studying the effects of a variable in the educational field in higher education, the
writer and researcher may know the levels of achievement of their objectives (Iqbal,
2010). The levels of educational outcomes were categorized by Bloom and his co-
workers into the following three categories;
2.5.1 Cognitive Domain
Cognitive domain deals with the cognitive practices which consist of six sub-
levels. The cognitive domain has got the principal focus in higher education for
developing the educational objectives compare to the psychomotor and affective
domains (IACBE, 2015). The sub-levels of cognitive domain are;
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iv. Knowledge
The lowest level of cognitive domain which remembers the learned material
previously taught.
v. Comprehension
The ability to derive meaning from the knowledge previously learned or the
ability to present the learned material in other form.
vi. Application
The ability to use the learned knowledge in new sitting and solve the problems
on the basis of learned knowledge. It includes application of laws, theories and
principles in new situation.
vii. Analysis
It involves breaking down the learned knowledge into its components in order
to understand and identify its structure and relationship between the components.
viii. Synthesis
It is the high level of cognitive domain which includes the ability to combine
the different parts and form a new whole.
ix. Evaluation
It is the highest level of thinking which includes the ability to judge and make
decision on the basis of specific criteria (Iqbal, 2010).
2.5.1.1 The revised model of cognitive domain
In 2001 Lorin Anderson published a revised model of Bloom‟s Cognitive
Model in which the names of sub-level of old models were changed from noun form
to verb form in following order; remembering, understanding, applying, analyzing,
evaluating, and creating (IACBE, 2015).
36
According to (Heer, 2012) Lorin Anderson has further developed four
dimensions of each level of the revised model of cognitive domain with respect to
factual, conceptual, procedural and meta-cognitive dimensions. The model is given in
the appendix “S”
2.5.2 Affective Domain
Affective domain consists of five categories which deal with values, feelings
and attitudes. The hierarchal order of the sub levels is; receiving, responding, valuing,
organization and internalizing values (Iqbal, 2010).
2.5.3 Psychomotor Domain
The psychomotor domain deals with physical activities that students can do.
The hierarchal order of the sub levels is; reflex movements, fundamental movements,
perceptual abilities, physical abilities, skilled movement and non-discursive
communication (Iqbal, 2010).
2.6 THEORETICAL BACKGROUND OF PEER TUTORING
The learning is one of the phenomenon in which people are trying to
understand for the last 2000 years. The learning theorists have developed a discussion
on the learning process that began at least 470 B.C ago. This discussion has been in
vogue in different ages in different concepts about how the learning is taking place.
Plato and Aristotle were the beginners of this discussion on learning. They inquired,
“Is knowledge and reality to be found within us or it to be found in our surrounding”
by using our sense organs. This discussion develops the concept of rationalism and
empiricism (Hammond, Austin, Orcutt, & Rosso, 2001).
The beginning of 19th
century had brought realistic changes in the concept of
learning by experimental testing the process of learning. These scientific studies
discovered innovative approaches to teaching and learning and result the development
37
of many learning theories. The theorist of 20th
century focused on the behaviouristic
and cognitive perspectives of learning (Hammond et al., 2001).
According to Hammond, Austin, Orcutt and Rosso, (2001) the work of
Edward Thorndike (1874-1949) was the first scientific approach to learning.
According to his experimental studies on learning, he believed that learning is devoid
of cognitive thinking and takes place through trial and error. During learning, an
association is established between the sense impression and impulse to action.
Redzuan, Botty and Shahrill (2014) stated that B. F. Skinner (1904-1990) had
further extended and upgraded the theory of Thorndike into Stimulus- Response
learning theory. He conducted many researches on dogs, pigeons and rats in which he
provided strong support for correct response. From his experiments, he concluded that
learning is the production of desired behaviours and mental process and has no
influences on learning of an individual.
According to Redzuan, Botty and Shahrill (2014) the theory of B. F. Skinner
guides that how learning conditions are controlled. The theory of Skinner indicates
that better results can be achieved in controlled conditions. According to Skinner the
learning are of two types; the learning (response) to the automatic reflex and the
learning (response) to the operant conditioning. In education if the teacher wants a
student to respond to the given stimulus, the teacher must concentrate on this
stimulus. The conditions under which the responses are collected were very important
to skinner. Teacher must note these conditions and stimuli during classroom
management and should control other irrelevant variables. Many others perspective
like students behaviour, classroom behaviour, problems control etc can be improved
and controlled by reinforcement or the relevant conditions. The outcomes of peer
tutoring can also be improved by reinforcement of the required conditions like
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provision of rewards for high achievers, maintaining of strict rules for smooth running
of the tutoring sessions or provision of some attractive materials, are some of the
conditions that can improve the outcomes of the peer tutoring.
Peer tutoring is one of the learning approaches that can be used for enhancing
the academic achievement, motivational level and socialization of the students. The
empirical studies and many experimental studies supported the claims of peer tutoring
and also have strong roots in majority of the learning and socialization theories.
The theories discussed above are also related to peer tutoring but the strong
theoretical background is provided to peer tutoring is provided by the theory of Piaget
of cognitive development and Vygotsky‟s theories.
2.6.1 Piaget’s Theory of Cognitive development
Jean Piaget was a Swiss psychologist but he had got his education in zoology
also, therefore his theory shows biological orientation. Jean Piaget was the pioneer to
state, that children construct knowledge rather than get their knowledge from the
instructors. The constructed knowledge is based on their practices and experiences.
According to Piaget children start learning by their perceptual and motor actions
through organized ways to make adaptations to the environmental setting. During
adaptations to the new situations children use their background knowledge and bring
necessary modification in the existing structure of knowledge according to the needs
of current situations. Therefore he presented a constructivist approach to the cognitive
learning (Blake & Pope, 2008).
2.6.1.1 Piaget’s theory of learning
Lutz and Huitt (2004) stated that according to Piaget theory children are
unable to automatically understand new information as instructed to them rather they
construct their own knowledge using their previous background knowledge and
39
experiences. The role of the instructor should be like a guide and motivator and
supporter in the creation of new knowledge. The learner should take careful decisions
according to their mental level and needs. According to Piaget teaching of everything
to child prevent him from creating new knowledge. Learning takes place by active
participation of children in various activities in which they use their intellect. The
gained learning is further developed and modified by the process of assimilation and
accommodation. According to Piaget intellectual development is the creation of mind
which is achieved through observation and experimentation. He classified learning of
growing children into distinct stages. Young children undergo real operational
information and therefore are unable to understand abstract ideas. As the children get
older, a shift from abstract to concrete learning takes place. According to Piaget,
learning is a process of reconstruction of a child‟s existing structure of knowledge.
Children, through their intellect and interaction develop a mental concept. This mental
concept is coordinated and interacted with the new situation. The information from
this new situation is integrated with the existing structure in the mind. As a result of
this interaction and integration new knowledge develops. Piaget classified this
interaction into the following three mental processes.
i. Assimilation
Assimilation is a process in which new information is integrated, understood
and fitted within the existed scheme of knowledge.
ii. Accommodation
The process of accommodation is that in which new information is
accommodated within the existed structure of knowledge with some modification. As
a result of assimilation and accommodation cognitive developments takes place.
40
iii. Equilibrium
Assimilation and accommodation is a continuous phenomenon. For a stable
understanding, equilibrium is needed to balance assimilation and accommodation.
2.6.1.2 Cognitive stages of development
Piaget has observed many young children for many years and categorized the
cognitive development into the following four stages, in which the investigative
behaviours of children is converted into the rational and abstract intelligence of
maturity (Blake & Pope, 2008).
i. Sensory-motor stage
This stage is also called infancy period, which starts from birth and last till the
age of two years. In this stage children learn by using their five senses and sensory
experiences like seeing, hearing and touching. The behaviour of the infants cannot be
matched to the behaviour of the adults. Young children show egocentrism because
they fail to accept how some one‟s point of view can be different from their own? The
development in this stage is very rapid as within the short period of time children not
only start walking, talking and operates things but can also do cognitive manipulation
and communication. In the concluding period of this stage, the child realizes the
deference between him and the surrounding and understands the major occurrence of
the environment like day time, night and rain. The most prominent character of this
stage is that, children in this stage try to continue take interest in their experience with
the phenomena (Awan, 2015).
ii. Preoperational stage
This stage starts from the age of two and last till the age of seven. At this stage
child acquires the more advance stage of development. In this period children start to
use verbal words for communication as well as imagination and cognition. During this
41
stage, children understand the relation between present and past. Their behaviour and
intellect in this stage is usually egoistic and spontaneous. During this stage the
children learn to acquire various signs from the environment (Lutz & Huitt, 2004).
iii. Concrete operational stage
This stage commences at the age of seven and lasts till the age of eleven years.
This stage is characterised by the systematic and logical manipulation of the symbols
which are associated to the real objects. During this stage egoistic thinking becomes
decreased and knowledge about surrounding environment increases. This knowledge
is used for interactions with ecosystem. In this stage students take interest in the
reversible activities, and have more than one perspective (Lutz & Huitt, 2004).
iv. Formal operational stage
This stage starts at the completion of eleven years. The children pass through a
series of formal developmental stages. This intellectual development is evident
through logical activities. In this stage egoistic thinking returns back but here the
individual moves to very broader perspectives of thinking beyond him or her.
Abstract thinking about reality, justice, ethics, and existence are the most important
abilities of this stage which provides different alternative beliefs and concepts to these
issues. Acquiring of moral development which is based on abstract beliefs depends on
the cognitive development (Lutz & Huitt, 2004).
2.6.1.3 Educational Implications of Piaget theory
According to Piaget theory, the instruction of the teacher acts like new
information for the students for which the background related knowledge on the part
of the students is necessary. The contents of teaching should be consistent with the
cognitive level of the students. The teacher should facilitate the learning process by
providing relevant experiences. The discovery method is the most recommended
42
method of teaching by Piaget in which the learners have the opportunity to interact
their own knowledge to new situation and try to assimilate and accommodate in their
own scheme of knowledge. The problem solving method provides opportunities to
students of different cognitive levels to work together, which is very beneficial for the
students of low cognitive level. Instruction of the teacher also provides the
experiences of concrete observations like the use of audio visual aids, which help in
learning and cognitive development. Provisions of relevant examples also enhance
greater development of cognition. The classifications of the contents on the basis of
complexity in the increasing order, facilitates the process of assimilation which results
in greater and effective development in the existed knowledge. Presentations of the
logical problems enhance the brain storming of the students which in turn develops
the thinking ability of the students. The stages of cognitive development are not
followed by all the children. The formal operational stage of cognitive development is
not achieved by most of the students during adulthood. So, the instruction is very
significant for those adults who are chronologically adults but mentally unable to
understand abstract concepts (Wood, Smith, & Grossniklaus, 2001).
2.6.1.4 Piaget theory and peer tutoring
According to Piaget, peer tutoring is beneficial for both the tutor and the tutee.
Tutor prepares the lesson earlier for tutoring session. This helps in developing the
intellectual abilities of the tutors as well as the planning and organization abilities of
the tutees. So peer tutoring develops cognition of the tutor in pre-interactive
preparation and that of the tutee in the post- interactive homework. Similarly Meta
cognitive development also takes place for both tutors and tutees during pre and post
interactive preparation and reflection respectively. Along with cognitive development
the affective domain also develops for both tutor and tutee during pre-interactive,
43
tutoring session and post tutoring homework. During peer tutoring the important
characteristics of exemplification, questioning, evaluation and disagreement develops
in the students (Rizve, 2012).
2.6.2 Vygotsky’s Theory of learning
Lev Vygotsky was a Russian psychologist born in 1934 and lived just for 37
years. In his short life he developed several theories and wrote about 200 research
works which are mostly lost. He worked on the different perspectives of psychology
including psychology of art, general psychology, psychology of disabled children,
teaching method of science and cognitive development and learning (Ivic, 2000).
Among the published work of Vygotsky, the socio-cultural theory and zone of
proximal development were the most important educational theories relating to
cognitive development and learning. He believed that society, history and culture play
very important role in intellectual development of child. Vygotsky stressed upon the
social interaction, discussion between the children and parents, teachers and
classmates for cognitive and social development (Blake & Pope, 2008).
Vygotsky categorized the cognitive development into the following zones but
these zone are not common in all people and varies person to person.
2.6.2.1 Zone of proximal development
The zone of proximal development was introduced by the Le Vygotsky to
describe the relation between development and learning. According to vygotsky the
zone of proximal development was defined as, “the distance between the actual
development level as determined by independent problem solving and the level of
potential development as determined through problem solving under adult guidance
or in collaboration with more capable peer”. The zone of proximal development
explores the mental ability of learner and also predicts the next level of achievement
44
of the students by the assistance provided by the skilled partners. Vygotsky gives us
the idea that when children work with experienced and skilled partner, learn and
internalize concepts easily as compared to those who receive instruction as passive
learners. According to Vygotsky the students in the zone of proximal development
cannot accomplish educational tasks independently; but when they are doing it with
the collaboration of teacher or skilled peer they can accomplish it very easily. With
the help of this joint collaboration, students become able to do the same tasks
individually when they are performing next time and the level of the zone of proximal
development is raised for that particular task and finally the mental level of the
students enters into the zone of actual development for that task. The students are
engaged in other higher level of difficulty of the same task or other related task with
new zone of proximal development (Shabani, Khatib, & Ebadi, 2010).
2.6.2.2 Zone of actual development
According to Vygotsky some students are independent in fulfilling some tasks
and they do not need any help. Such level of the students for that particular tasks are
called zone of actual development. Instruction at this level has no impact on the
students and usually the students get bored. Students of this level when engaged in
peers of proximal development, discussion is very beneficial for the partners. This
discussion enhances the level of the students from the zone of proximal development
into the zone of actual development and the students in zone of actual development
develops abstract thinking and generalization of knowledge (Shabani et al., 2010).
2.6.2.3 Zone of no development
Some time students are unable to understand or perform some activities even
with the help of a colleague. In this situation the mental level of the students fall in the
zone of no development. This occurs due to two reasons; i) either the student is
45
unable to perceive instruction or ii) the contents are very difficult (Shabani et al.,
2010).
2.6.2.4 Level of mental functions
Vygotsky classified the mental functions into two levels i.e. elementary and
higher intellectual functions. Children are born with elementary intellectual functions.
Here in this level children do not depend on the learning and there is no requirement
of any thinking or consciousness. The functions in this stage occur naturally such as
sensing and hunger. While the operations in the higher mental level depends on the
reminiscence, awareness, interest, intellectual reasoning and language. When the
students are switching from elementary level of cognition to higher level of mental
function, they depend on the surrounding culture and use the culture as a tool for the
development of their cognitive development. Society also dictates the learner about,
what to learn and how to learn? According to Vygotsky society is one of the
important factor for the development of the cognition of the child. This is the
distinguishing character of the Vygotsky theory of cognitive development from other
theories; because, he puts great emphases on the meaningful internalization of the
social functions for the development of the cognition (Lutz & Huitt, 2004).
2.6.2.5 Sociocultural theory of Vygotsky
According to this theory society and culture play very important part in
student‟s development and learning. Students in social environment interact with each
other as well as with elder family members and teachers and learn from these
interactions. Vygotsky has categorized the learning process into three stages. In first
stage children learn through experience of person to person discussion and interaction.
In the second stage when children become unaccompanied they internalize the
46
learned knowledge and in the third stage they develop deep understanding (Blake &
Pope, 2008).
Actually when a child receives any stimulus from the environment, it is
reconstructed through the internal cognitive activities. This process is completed in
three stages. In the first stage the external stimulus is accepted and reconstructed. It is
usually in the form of some terms of language if the child is in the language
development stage or some new concept if the child learns at any stage. This stage
occurs in the social interactions among the people. The second stage of learning
occurs in the absence of social group, which involves the reconstruction. Here, he
attaches meaning to the received stimulus. In the final stage the the internalized
concept become part of the cognitive system of the child. According to the
socioculture theory, all of the advanced mental functions e.g intentional attention,
rational memory, conceptual understanding are originated from human interactions
(Ehrich, 2006).
These stages of learning were named as speech which is further categorized
into social, private and internal speech.
iv. Social speech
According to Vygotsky the development of an individual is strongly related to
culture, historical background and social interaction. The first stage of learning, which
is named „social speech‟ by Vygotsky involves daily interaction with elders, family
members, teachers and peer. The interactions engage communications, listening,
speaking, and discussion. The tools of these interactions are words and grammar of
the language which are acting as vehicles to transport ideas and knowledge from the
elders to the children. Some time the social interaction aims at solving a complex
issue or formulating plans and strategies for executing some projects (Ehrich, 2006).
47
v. Private speech
According to Vygotsky private speech is very important stage in the
development of child. During this stage when child becomes unaccompanied then
he/she internalizes all the activities of social speech and attaches meaning to it
according to his/her mental approach. According to Vygotsky it is a transitional stage
between social interaction and advanced thinking. In this stage the child converse
with her/his self and tries to coordinate between his/her speaking and listening in the
social speech. This stage develops intellect of the child with appropriation of social
and cultural process (Ehrich, 2006).
One of the important concepts of Vygotsky regarding private speech is the
union of daily life communications with thinking. According to Vygotsky the verbal
communication and thinking are distinct activities in the early developmental stage. It
is the sign of the cognitive development, when the child perform practically according
to his/her speech. As a result of the internalization of social process the language of
the child become sharp (Ehrich, 2006).
vi. Inner speech
According to Vygotsky inner speech is the final stage of language and
intellectual development which is originated from social interactions. In this stage
social behavior is converted into self-centered speech. The social behavior is passing
through an evolution and interpretation process which depends on the cognitive
approach of the child and the social background where it takes place. Therefore there
are many variations when a similar concept is learned in different social backgrounds
and by people with different cognitve levels. The development of inner speech occurs
through a series of inter-connected stages, i.e from social speech to egocentric speech
48
of the individual and in the last it is completed in the form of inner speech (Ehrich,
2006).
2.6.2.6 Concept of mediation in the sociocultural theory of Vygotsky
Mediation is one of the important concepts described by Vygotsky in his
famous socio-cultural theory. According to Vygotsky mediation means the role
played by other people in the learning of an individual. This role may be in the form
of guidance, help and designing the learning activities for the learner. In support of
mediation Vygotsky claims that effective learning occurs when two individuals of
different cognitive or experience level interact positively with each other. This
interaction aims to move the leaner from lower level of understanding to higher level
of understanding. According to Vygotsky language plays important role during
mediation process (Christmas, Kudzai, & Josiah, 2013).
2.6.2.7 Scaffolding in the zone of proximal development
Scaffolding is the help provided to the students for the purpose to understand
the lesson fully. The quantity of scaffolding varies according to the level of difficulty
of the contents. Scaffolding is provided to the students who are in the zone of
proximal development usually by the persons which are more knowledgeable than
these students or teachers. Scaffolding usually consists of questioning and answering,
suggestions, narrations, repetitions and more explanation. Due to scaffolding students
become able to accomplish tasks that cannot be completed independently (Haider &
Yasmin, 2015).
Scaffolding plays an important role in the zone of proximal development. The
concept of scaffolding was described by Vygotsky, Burner and Ross as an assistance
provided to the learners. In the zone of proximal development children need help
which is usually provided by the social interactions, teaching, peer tutoring and
49
formal and informal discussion in the relevant area. Vygotsky says that expert
students can develop an environment in which the novice learners can participate and
enhance their knowledge to high level. In educational setting scaffolding involves a
teacher made strategies in which the teacher shifts his responsibilities to the students
and the students further extend the instructions to the students in the zone of the
proximal development. As a result of this scaffolding, the students get more attention
and gradually enters into the zone of actual development. Now, the teachers withdraw
from scaffolding. This shows that the children have achieved the intended objectives
(Shabani et al., 2010).
2.6.2.8 Effect of society on the sociability of the child
According to Vygotsky society exert a significant effect on the development
of the child. The total behavior and personality of the child is originated from the
social interactions. According to this concept human beings cannot develop like
normal way if they are grown in isolated places. During infancy children need
lopsided interactions with their elders for the development of the language, cognitions
and behaviors. The messages from the society are passing from elders to children in
the form of symbols and verbal communication. This is inculcated in the minds of the
children although some of the high cognitive functions such as logical thinking,
conceptual thoughts and emotions cannot develop with social interactions (Ivic,
2000).
The same idea is incorporated by Kulzer, R, (2013) in his animated film
Tarzan. The film is made on the story of a small child of New York, Jay-jay. Jay-jay
called himself Tarzan of forest and always shows great love for animals and
monkeys.The father of Tarzan is a scientist. Once Tarzan goes with his father and
mother in their journey for search of elements. On the way back their plane was
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crashed due to heavy thunderstorm and both their parents are died while their son
Tarzan is safe. Fortunatel tarzan meets a Gorilla, Carna in the forests. Carna starts his
caring and also loved him. Similarly, Tarzan starts living according to the pattern of
Gorilla. During this period he does not develop language and has not occupied the
normal behavior of the human being but behaves and has living standard just like
Gorillas. The story of the film supports the socio-culture theory of Vygotsky.
2.6.2.9 Educational Implications of Vygotsky theory
Vygotsky was a very successful and active teacher. He had assumed as a
member of the various bodies of the education system of Soviet Union. He had
practical experiences of dealing various problems in the education system. During his
short life he had contributed a lot to the education and especially in the education of
the handicapped people. Some of his views regarding education are;
i. Education is closely related to the development of the child. But the
development of the child is taking place in the socio-cultural environment and
the type of education provided in the schools.
ii. Education is not only acquisition of knowledge but also a source of
development. For the development of child, education uses various tools,
techniques and logical operations.
iii. Curricular contents, its structure and instruments are very important for the
development of the child as compared to the school because school some time
makes overburdens on the students of irrelevant facts. Schools are unable to
provide natural setting for social interactions which are very important for the
learning of the students (Ivic, 2000).
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2.6.2.10 The theory of Vygotsky and peer tutoring
According to Vygotsky peer tutoring is helpful for both tutor and tutee.
Vygotsky admits that students with problems or confusions can perform well when
they work in collaboration with more competent peer and the growth of their intellect
takes place which may not happen by traditional teaching. Vygotsky says that all
children are not equal. Some are competent and easily understand the lecture of
teacher and they are in the zone of actual development and some are dull minded and
can not easily understand the lecture of the teacher, and these students are in the zone
of proximal development. These students need extra help which can be provided by
the peer tutoring or by parents helps in the home. During the tutoring process both the
partner, tutee and tutor get benefits. The tutee gets benefits by asking questions,
discussions, removing ambiguities by asking every types of questions that may not be
asked from the teacher. The tutors gets benefits by preparation and reformulation of
knowledge for the tutee and also by answering and satisfying the tutees (Mehra &
Mondal, 2005)
2.6.3 Social Role Theory
According to social role theory every person in the society occupies distinct
position and their positions are determined by the social values, rules and norms.
Other members in the society react to these roles accordingly. The roles of the
individuals also affect and can produce innovations in the behaviour, thinking and
attitudes of other individuals. These effects are more prominent in the individuals who
interact more as compared to other individuals who are less or not interact. These
effects proceed in both negative and positive directions depending on the nature of the
role player (Murillo, 2013).
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Social role theory works on the behaviour of human in social environment.
The social role theory focuses on the relations among the individuals, various systems
in the society. Education is also one of the systems among these systems. According
to social role theory students have some expectations from teachers and students and
head of the institutes. The learning of the students also has inspiration from these
expectations. The expectations from the teachers are different from the expectations
that students. In case of peer tutoring and especially in class wide peer tutoring, the
students are more open to share his/her every problems in academics as compare to
teachers (Dulin, 2007).
Social learning theory also supports social role theory, a model is always
imitated by the observers and tutors also act like model for the tutees. So peer is the
prime candidate to be imitated and this imitation is very strong in early years (Rizve,
2012).
2.6.4 Ausubel’s Learning Theory
According to this theory student‟s minds are not blank. They have some ideas,
concepts, and some basic knowledge. Conceptual learning occurs when students link
his basic knowledge to the new situations. This theory also advocates the active
participation of the students in the learning process through activities, drill and
experimentation (Vallori, 2014).
According to Ausubel's Learning theory student‟s minds have many ideas and
thoughts towards various happening. These ideas are developed by day to day
experiences and interactions. These experiences develop a framework of knowledge
in the minds of child. During organizing the peer tutoring program the pre existed
knowledge of both tutors and tutees should be kept in mind. A useful Learning occurs
when this pre existed knowledge is linked to the new situations. The tutor has already
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sufficient knowledge but as he/she teaching and answering the questions of tutee,
some new ideas clicks in his/her mind and increase in knowledge of the tutors
occurred and tutees are already in the zone of proximal development means posses
some knowledge but needs further help which is fulfilled by the peer tutoring. This
theory stresses upon the active participation of the learner in the learning process
through various constructive activities based on their background knowledge (Soica,
Moraru, & Miron, 2011).
2.7 EMPIRICAL STUDIES ON PEER TUTORING
Peer tutoring is a well-off research area, where many work has been done on
the various perspectives of peer tutoring throughout the world. On the basis of
objectives of the study the empirical literature is described in the following lines.
Mehra and Mondal (2005) investigated the effects of peer tutoring on learning
of science of the students of class 9th
from one of the higher secondary school of
district Assam India. The researchers of this study had great worries about the future
progress of the students from middle class and lower middle class families. According
to them peer tutoring was the only strategy to provide individual help in promoting
the learning outcome of these students. Therefore they conducted research on peer
tutoring and measured the effect of peer tutoring on the achievement of students with
respect to knowledge and comprehension levels of cognitive domain in the subject of
science. The results of the study showed that peer tutoring contributed significantly in
the development of knowledge and comprehension level of the students in subject of
science as compared to the students taught through traditional method of teaching.
Vogel, Fresko and Wertheim (2007) identified the views of tutors and tutees
with learning disabilities through a descriptive research by collecting data from the
students with learning disabilities from 25 colleges, teacher training institutes and
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universities in Israel. The main purpose of this research was to recognize the tutoring
activities from the views of tutors and tutees. The findings of the study expressed that
the problem of deficits of attention and focus were faced to both tutees and tutors.
Social and emotional needs of the students were low rated by both tutors and tutee.
According to the views of tutees the activities of tutoring process were task oriented
and had addressed their needs effectively and had proved fruitful in the preparation
for examinations. The tutors admitted that lacking of relevant skills for dealing the
learning disabilities and understanding the learning needs of the tutees had disturbed
them a lot. Both tutors and tutees had faced difficulties in establishing relationship for
tutoring. The study had also conformed the claim of many researches that peer
tutoring could play significant role in the academic achievement of the students with
respect to levels of cognitive domain.
Kiuru (2008) conducted research on the role of peers in the educational
context during adolescent period. The tool of the research was a questionnaire. The
items of the questionnaire were based on the social background, peer relations,
adjustment in the school and expectations in the educational context. The findings of
the study showed that students belonging to the same peer groups resembled in most
of their activities like selection of educational field, educational attainment and
adjustment in the school. The findings of the study also revealed that peers were also
similar in the behavioural terms like performance in the school and entrance to the
next level of the education. Social stratification was also observed in the formation of
peer group. Students who did not belong to any group peer group or loose peer group
showed less adjustment in all educational and non-educational context. The research
also studied the gender effect which was gone in the favour of girls as compared to
boys.
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Kirkham and Ringelstein (2008) had presented a model of peer tutoring, the
Student Peer Assisted Mentoring (SPAM) model. Although he had not implemented it
practically but he had developed a theoretical framework based on authentic literature
which had justified its significance for both mentor and mentee. The researcher also
identified several ways of measuring the outcomes of this model. The main objectives
of the model were to increase academic achievements of the students and increase
their retention level.
Motivation is one of the important objectives of the teaching learning process
(Hulsizer and Woolf, 2009). Razak and See (2010) has conducted research on
studying the effect of online peer tutoring on the academic performance and
motivational level of the students. In this research the researcher compared face-to-
face instruction with face-to-face instruction supplemented by online peer tutoring.
The statistical analysis showed a significant difference in the post test scores between
the experimental and control groups. The academic achievement was higher of the
experimental group. Similarly the motivational level of the experimental group was
also higher than control group. So this research proved that peer tutoring had a
significant effect on the educational achievement and motivation of the students.
Smith (2010) had conducted a qualitative study on the roles of peer in the
learning of children. This study was done in the centers of early childhood education
to explore the behavior of the children, who were working collaboratively as peer
tutors. The data were collected through observation, interview, and non formal
discussion. The data were analyzed through constant comparative analysis technique.
The findings of the study showed that young children acted successfully as tutors and
had used variety of methods and techniques for convincing their tutees. The findings
of the study also showed that tutoring session needs highly structured empowering
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environment. The study also revealed that whenever children had find an opportunity,
they had negatively impacted the routines. Therefore the researcher has recommended
strict, structured and control environment for the tutoring session especially in lower
age students.
Brost (2011) conducted an evaluation study in “Chippewa Valley Technical
College in Claire”. The main intentions of the study were to assess the success rate,
limitations, and practicality of the program of peer tutoring which was previously
exist in “Chippewa Valley Technical College”. Results of the study illustrate that the
program of peer tutoring at “Chippewa Valley Technical College” was effectual. Brost
(2011) also added that advance planning and prearrangements will lead to enhance the
effectiveness of peer tutoring. Good achievement rate was recorded by him but he
suggested further research in the field of peer tutoring by using diverse modules of
peer tutoring.
Horvath (2011) had carried out research on effects for peer tutoring on the
retelling ability of the four students of sixth grade. This study was continued for four
weeks. Two students were engaged in peer tutoring, after instruction both these two
students discussed the passage with each other while the other two had red the
passage individually. This procedure was continued for four weeks. After treatment
high retelling score was recorded for the students who had attended the peer tutoring,
hence the attribute had gone to peer tutoring.
Holecek (2012) had conducted research on cross age/ cross disability peer
tutoring for the mathematical teaching. According to the researcher children with
disabilities have many problems in the learning process especially in the conventional
setting. This study was conducted to measure the results of peer tutoring on learning
mathematical skills of the learners have emotional, behaviour disorder. In this
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research cross disability and cross age tutoring was used. Three tutors were selected
from grade level II having Emotional Behavior disorder but they were good in math.
The tutees were selected in lower grade having cognitive disabilities. The results of
the post test showed improvement in learning basic math skills.
Rizve (2012) conducted research on her doctoral degree on peer tutoring and
find the effects on academic performance in the subject of English at secondary level
in view of Vygotskian theory. She proved that effectual learning occurred in the
“zone of proximal development” of a learner if he/she is provided tutoring by her/his
peer. The theory of Vygotsky had suggested societal gathering, discussion and
guidelines by elder for effective learning. Academic help was suggested for those
learners, who are in the “zone of proximal development”. So this approach was
incorporated by the researcher in her doctoral study on the students of 9th
grade and
scaffolding was supplied in the form of tutoring by the students of 10th
grade. At the
same time other group, control group was instructed by conventional lecture method.
The finding of the study expressed that, the group under investigation performed
better as compare to other group of same academic level but no scaffolding was
provided to that group.
Ezenwosu and Nworgu (2013) had also worked on the usefulness of peer
tutoring along with the effect of gender in the discipline of biology. This research was
conducted in one of the state of Nigeria. “Pretest posttest non equivalent control
group design” was used in this experimetal research. Biology achievement test was
used as a tool for data collection. The sample was comprise on 228 students of both
genders from two secondary schools. The data was analyzed by using Mean, standard
deviation and ANCOVA. The results of the study expressed that participants included
in the experimental group performed better as compare to the participants of control
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group. The results had also showed that score of male students were better than
female students.
Reitz, at al (2014) Conducted research on the effects of peers on the
personality development of an individuals. According to this research the variations in
personality of person to person is due to peer relationship in the lifespan of the
individuals. This research has presented many theoretical and empirical evidences in
the support, that peers play important role in the personality development of an
individual. For example some studies on life experiences showed that peers has a
significant effect on personality development during study in graduation, military
service or occupation. During theses experiences some dyadic relationship with some
special colleague bring some changes in the personality of individuals which may not
be appear in the other individuals of the group.
Comfort and Mcmahon (2014) had studied the effects of peer tutoring on the
educational performance of the tutees as well as tutors. The results of the study
showed that students had showed significant improvement in the academic
achievement as compared to the students who were not tutored. The results were also
compared to the same group of previous year and were found significantly improved.
The results of the study also showed that peer tutoring had significantly improved the
scores of educational achievement of the tutors as compared to the students who were
not acted as tutors.
Swan (2014) conducted research on “effects of peer tutoring on the reading
fluency and reading comprehension of seventh grade students” in her PhD
dissertation. The participants of the study were consist of five dyad of 7th
grade
students a rural school. Half of these students were facing difficulties in reading. The
treatment was provided by a paraprofessional. On the basis of test‟s score in reading
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fluency the students were classified into two groups in such a way that highest
performing students were paired to lower performing. Both interventionist and
students were trained before treatment. The script for PALS activities were provided
to interventionist for teaching. After treatment students who attended PALS activities
were compared to the students who had not attended the PALS activities. The results
of the study showed that reading fluency and comprehension was improvement of the
first Dyad but the improvement in the second and third Dyads was very limited. The
tutees had enjoyed the PALS activities and attributed their improvement to the
working of their tutor. The study further explored that monitoring may contribute in
enhancing the reading skill of the students.
Haider and Yasmin (2015) studied the effect of scaffolding and peer tutoring
on the understanding and comprehension of English language on the students of 5th
grade tutored by the students of 7th
grade of the International Islamic school system
Rawalpindi , Pakistan through experimental study. The result of the study showed
that students taught through peer tutoring and scaffolding performed better as
compared to the students of control group, which had also proved that scaffolding and
peer tutoring were significantly better method of teaching as compared to traditional
teaching methods. There was also a shift of attitude observed from negative to
positive towards the learning and the participation rate in the learning process was
also increased as a result of scaffolding and peer tutoring.
Abdelkarim and Abuiyada (2016) investigated the effects of peer teaching on
the academic achievement in the subject of mathematics of the undergraduate students
of Dhofar University Oman. This study was conducted on 32 female students of the
undergraduate course of mathematics. The 32 students were further divided into
experimental and control groups through pair random technique. the experimental
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group was exposed to peer teaching while control group was taught through
traditional teaching. Mathematics Achievement Test was used for data collection. The
results of the t-test shows peer teaching method had increased the achievement score
of the students as compared to the control group.
2.8 MOTIVATION
The word motivation has Latin origin which means to stimulate. Motivation is
one of the form of behavior which can not be observed directly like other physical
things or events. Motivation can also be used a force factor in daily use. For example
people say,” there is no motivation” “ Students should be motivated for doing home
work” (Pakdel, 2013).
According to Cherry (2016) motivation is described as the process that starts,
directs and sustained the behaviors which depends on specific behaviors towards a
goal. All the activities in this world are caused by motivational forces. Theses
motivational forces may be biological, cognitive, social and emotional that stimulate
the behaviors. The process of motivation starts by taking the decision for doing some
task and then it proceeds in the form of continued straggle for achieving the goals.
The intensity of the straggle varies from individual to individual and the nature of the
task.
Development of the student‟s motivation for learning is one of the emerging
issue for the teachers and curriculum developer. The teachers and researchers are
always concerned about low level of the students‟s motivation, lack of interest in
class, poor performance in the class (Muho & Kurani, 2013).
2.8.1 Components of Motivation
Muho and Kurani (2013) has described the following components of
motivation to learning.
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i. Effort
Effort means to try to keep on in an activity. If the students are motivated, then
they devote more time and more efforts to learning and can easily face problems and
difficulties in accomplishing the work. The sum of effort students spend is influenced
by different factors like commitment level, interest and the level of confidence on has.
ii. Goal orientation
Goal orientation means the set of behavioral objectives which further elaborate
how the learners move toward and engages in learning tasks. The objectives of the
class which the students want to achieve further emphases the scope of the goal
orientation. The goal orientation is further identified by the intrinsic motivation.
According to Jalongo (2007 as cited in Muho and Kurani, 2013) intrinsic motivation
inhabit within the student and the learning tasks are satisfying it in case if the task can
stimulate it. If the learning tasks are interesting and attractive, then they stimulate the
intrinsic motivation of the students and as result students invest more time and efforts.
iii. Locus of control
It is the level of control over the occurring of events in one lives, as opposite
to outside forces away from their control. In education it implies that how much a
student feels in control of learning as opposed by teachers, elders and other social
interactions. It is better that development of ownership of learning and assessment
shifts from teacher to students. For the improvement of the performance, the students
need to develop their own strategies as well as their role is supported by other
stakeholders. This will increase the confidence level of the students and also develops
the locus of control which as result bestow them the sense of ownership in the
learning activities.
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iv. Self efficacy
Self efficacy deals with the behavior and decision of the learner that how to
deal a situation in unclear and volatile circumstances. The power of self efficacy
motivate the students in the learning process. The students with low efficacy level
avoid to attend difficult task and try to choose easier activities.
v. Sense of self
Everyone has a sense of self and always thinking about themselves. The sense
of self consist of behaviors, roles, traits and relation. According to Covington, (2000
as cited in Muho and Kurani, 2013) there are three situations in which the students
give worth to what they are learning and take pleasure from the learning process.
a. Students can intrinsically motivated when feedback is given to them in the
form of grade.
b. The learners should value what they are learning and should feel successful.
When the learner enjoying his/her success, they are intrinsically motivated for
more learning activities.
c. The students can make a lesson interesting by searching the interesting
element of the lesson or making the boring subject interesting by adding some
interesting activities.
vi. Self esteem
The evaluation of the self is called self esteem. It means how much importance
we give to ourselves. it affects the trust that we put on the others. The self esteem is
also directly related to the learning and achievements in the schools. The self esteem
of the students can be achieved by the teachers by positive reinforcements and
through other strategies.
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vii. Self regulation
Self regulation is the act of an individual in their extended long term interest
which is related to the values of the individual. Self regulation is the name of
maintaining of an individual in extreme situations.
viii. Interest
Interests are of two types, one is personal interest and other is situational
interest. Personal interest are unique to individual and play very important role in the
learning process while the situational interests are developed through learning
strategies for the particular tasks.
2.8.2 Motivation and Learning
Cognitive process and learning can not be understand without considering the
various factors, and motivation is one of the most important factor among these
factors which is conformed by many empirical studies. The rate of engagement of
people in learning process is depend on the amount of motivation provided. Thus
motivation provides energy to the mind which is necessary for the learning (Packer,
2004).
Rehman and Haider (2013) had explored some ideas that can develop
motivation of the students towards learning. Some of these ideas are:
i. Teacher should adopt supportive style for their students both in academic and
nonacademic problems, because this ability of teacher develops motivation,
interest and engagement of the students towards learning (Lanzinger, 2009).
ii. Teacher should explain objectives of the lesson strategies of learning to their
students, because when students understand what, why and how to learn, then
they motivate toward learning (Hattie, 2012).
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iii. Teacher should create attractive, interesting environment in the learning place
because environment has a significant effect on learning (Greany, 2005).
iv. Teacher should bring innovative approaches during in order to develop
curiosity in students for learning.
v. Every students should be rewarded irrespective of like and dislike. The reward
may be a simple gift, or topi, or in the form of good words (Leuven,
Oosterbeek, & Klaauw, 2010).
vi. Every student should be make responsible for doing some academic activity,
because this will develop confidence level and motivation towards learning
(Reeve & Ang, 2006).
vii. Opportunities should be provided to students for group activities. Because
group work develop motivation, sense of autonomy and socialization of the
students (Reeve & Ang, 2006).
viii. Teacher should praise and share the work of good performers because it
develops motivation and confidence of the students.
ix. Teacher should have knowledge about student‟s family, activities, at least the
name of the students and should inquire seldom from the students, because it
develops good feeling and motivation towards learning.
x. Always motivate students for success and share the example of successful
people (Leuven et al., 2010).
2.8.3 Ingredients for Student Motivation
Motivation is one of the important factors for improving students learning.
Human have very complex nature and its motivational nature cannot be explained by
single theory because the needs and desires of the human are very diverse and
numerous. Williams and Williams (2011) has described five key ingredients that play
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important role in the motivation of the students in the learning process. These
ingredients are described below;
i. Student
In the education system the central role is played by the students. Students are
the both inputs and outputs and the labor force of the education system. There is much
diversity observed among the students due to individual differences. The diversity
observed in the form of learning style, developmental pattern, social background and
interests. Students comes to the education system with various degrees of Intrinsic
and extrinsic motivation. The factors of intrinsic motivation of most of the students
expressed in the learning environment, like desire to be involved, the curiosity by
asking questions and social interaction. The extrinsic motivational factor of the
students includes appreciation, obedience and respect of others and tries to avoid
doing the work.
The intrinsically motivated students are always good in learning and do their
work without any provision of rewards or any back up. Those students who are
extrinsically motivated depends on the rewards and reinforcement (Lei, 2010).
ii. Teacher
Teacher is one of the important factor for motivation and can play great role
in enhancing the motivation level of the students. In the current educational
environment the role of the teacher is shifting from planned teaching to managing and
organizing of the students learning. So therefore teacher should be trained and
equipped on the psychological knowledge of the students, hence teacher play role as
an extrinsic factor of motivation.
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The academic knowledge, sense of humor, method of teaching, the way of
engaging the class and motivational level of the teacher are very important factors for
the development of the motivation of the students (Weinstein, 2010).
iii. Content
According to Legg and Wilson (2009 as cited in Williams and Williams,
2011) contents also have great contribution in the development of the motivation of
the students. In order to stay the motivation of the students in the learning process, the
ownership and choice of the students should be give due importance during contents
selection.
iv. Method/ Experiences
Method of teaching is the process which tries to inculcate the contents in the
minds of the students. The teacher should use psychology and technology for
improving the method of teaching in order to handle students of diverse motivational
nature. Some key ideas that can improve the method of teaching includes, that some
incentives should be offered within the budget to the students, or some time some
ideas of refreshment, or suspense should be added to the method of teaching.
v. Environment
Here environment means the place where the learning take place. So the
environment of the class should be equipped with all necessary requirements that can
develop the motivation of the students. In unsafe or in unhygienic environment it not
possible to attract the attention of the students towards learning. The environment of
the class should satisfy all the physical, mental and emotional needs of the learners.
2.9 THEORETICAL BACKGROUND OF MOTIVATION IN LEARNING
The study of motivational factors in education and business field is traced
back to the period of Greeks and Rome‟s. Plato, Socrates and Aristotle contributed
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their ideas to concept of motivation. Pakdel (2013) stated that according to Greeks
three elements, desires, pleasures and pains of an individual are the first factors which
justify the motivational activities. In the 17th
century Rene Descartes, French
Philosopher identified the two factors of motivation, the body, the inactive factor and
the will the active factor. Due to the physical and mechanical nature of the body its
needs and desires includes food, shelter and other worldly things. The mind has
intellectual nature and has purposeful will. Descartes for the first time advocated
motivation to the will of man (Pakdel, 2013).
According to Ford (1992 as cited in Packer, 2004) in the beginning of the 20th
century, motivation was associated with inner and external forces which include
needs, incentives, drives and reinforcements and these all are beyond the control of a
person. In this period stress was paid to self protection and need fulfillment. In the
middle of the 20th
century the concept of motivation was linked with cognitive
process and emotions were given due importance. In the last decades of the 20th
century the theories of motivation have got much importance but still were cognitive
in nature. Different perspectives of motivation were explored and more than twenty
theories of motivation were presented.
B.F. Skinner was also included among the proponents of this approach and he
identified various forces of external reinforcement. These reinforcement forces
enhance the intended behavior in both directions. In case of positive reinforcement it
proceeds positively while in case of negative reinforcement it proceeds in negative
direction. Rewards, praise and good grades results desired behavior and punishment
leads to unpleasant consequences. The human behavior is a complex phenomenon that
cannot be conditioned to only rewards and punishment and the individual differences
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is one the factor that cannot allow same stimuli will allow same response. However
the effects of extrinsic rewards decreased with passage of time (Lai, 2011).
Stipek (1996 as cited in Lai, 2011) described the limitations of extrinsic
factors and developed a new approach in which he can manipulate cognitive
behaviors. He presented a model of cognitive behavior modification (CBM) which
intends to modify obvious behavior by controlling cognitive process. According to
this model the responsibility of student‟s learning shifts from extrinsic factors to
intrinsic components of behavior which has bestowed more autonomy to the students
over their learning, as result students become independent in setting their objectives,
contents and experiences of their learning activities. The findings of empirical studies
show some disadvantages to this approach.
Maslow‟s theory of hierarchal needs based on the needs of human which are
hierarchically ranked. Some needs are basic to all human; as this basic need is
satisfied the individuals are then looking for higher order needs and the satisfied
needs are no longer remain as motivators. The most basic needs of human according
to Maslow are physiological needs, which include food, water, and biological needs.
After satisfaction individual then worried about safety needs and then goes to social
needs which establish relation to other human beings, including love and attachment
with others. Social satisfaction develops self esteem which is very intrinsic in nature.
The satisfaction of all these needs lead to self actualization, which make the human
perfect and can adopt new skills, face challenges and moves towards achievement of
life‟s goals. But the Maslow‟s theory was not supported by empirical studies and has
faced many objects regarding hierarchal order (Bauer & Erdogan, 2012).
The Clayton Alderfer (1940-2015) has modified the hierarchal order of needs
and presented his own theory of ERG, which has organized human needs into three
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categories. These categories are named as existence, relatedness and growth.
Existence comprises of Maslow‟s physiological and safety needs, relatedness
comprises of social needs and growth consists of esteem and self actualization (Bauer
& Erdogan, 2012).
Clark Hull identified Drive Theory in 1943. According to Hull there are two
types of drives forces, primary and acquired. Primary drives are non directional and
biological in nature and includes the desire of hunger and thrust. Acquired drives
consist of wishes for money, love, play and learning. According to this theory all the
psychological needs including desire for learning are acquired drives and this theory
provides base for behavioral learning (Rehman & Haider, 2013).
It is the challenge to every educator that how to motivate students learning.
This challenge results various researches and theories to find effective ways of
motivating students for learning. One of the struggles in this regard is the work of
Keller in the form of his ARCS model of motivation. This model helps the planner of
education and teachers in analyzing the motivational characteristics of the students
and in developing strategies for the arousal of the motivation of the students. The
ARCS model has four categories, 1. Attention 2. Relevance 3. Confidence 4.
Satisfaction. These categories further elaborate conditions that are compulsory for
fully motivated person (Malik, 2014)
i. Attention
In the first step of teaching a lesson the attention of the students should be
gained by using various techniques. The motivating elements may be simple or
complex depending on the nature of the problem. There should be variation if possible
in every aspect of the lesson, the variation in the behavior of the teacher, the variation
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in the method of presentation, and the variation in pace and tone of the lecture,
because variation is necessary for maintaining attention of the students (Keller, 2000).
ii. Relevance
Relevance is the second component of ARCS model. Relevance means to
connect the contents of instruction to the goals, interests, learning style and mental
level of the students. One of the approach to connect the contents of instruction to the
future needs of the students. In order to motivate and sustain the most instant and
current interests of the students the teacher should use simulation, case studies and
problem solving approaches (Keller, 2000).
iii. Confidence
Confidence is the third category essential for the motivation. It can be
achieved by encouraging students to always expect positively for their success. One
of the reasons of low confidence among the students is the lake of information about
what are expecting from them. The objectives of the lesson should be clear to both
teacher and students and during the instruction the students should feel the achieving
of objectives, this will enhance the confidence level of the students. The causes of
success or failure should be clear to the students. Eradicate the concept or belief from
the minds of the students that success depends on external factors like luck, decisions
of other people because such concepts reduce the confidence level of the students
(Keller, 2000).
iv. Satisfaction
After satisfying all the above three condition, it is needed to sustain the
motivation of the students in overall lesson, it requires satisfaction. The sense of
satisfaction of the students refers to the feeling of the students about the positive
responses they receive from the teachers and colleagues and their intrinsic feelings are
71
satisfied from the behavior or treatment towards them. Substantial real rewards also
maintain satisfaction. The rewards may be in the form of grades, certificate, and
praise or in the form of promotion to higher state. Equality, equity, consistency among
the components of lesson, maintenance of rules and law, and no favoritism are some
the important factors which maintain motivation of the students (Keller, 2000).
2.10 EFFECTS OF PEER TUTORING ON MOTIVATION OF THE STUDENTS
Clarkson and Luca (2002) conducted a case study to explore the effect of
peer tutoring in Promoting student learning. The researcher conducted this study on
media students of Edith Cowan University that how to work on internet and upload
various form of data on web. For this purpose he selected 110 students of diverse
background. Both tutor and tutee attended one hour lectur and two hour of tutorial
sessions. The data regarding measuring their attitude towards learning through peer
tutoring was measured through questionnaire. Bothe the tutors and tutees had enjoyed
the sessions of peer tutoring and supported the process positively but due to the divers
background of the tutees and tutors there responses would not attributed to the peer
tutoring. It was also observed that some students were not aware about their role as
peer tutor and the researcher had recommended a compulsory training for tutors in
future studies.
Eisenkopf, (2008) Experimentally investigated the peer effect on the student‟s
learning and motivation. The literature in this paper favoured the positive effect of
peer on learning but there was a contradictory debate on the effect of peer on the
motivation of the partners. The experiment was performed on 85 swis students of a
public high school, Kantonsschule in the Canton, Switzerland. The findings of the
research showed significant effect on peer. This study also provided evidence for
72
impact of motivation on peer partner. The increase in motivation was due to the
ability of peer partner.
A significant work had been done by Austin (2008) in her Master thesis in
which she explored the effects of peer tutoring on the learning and motivation in the
subject of math on the 5th
grade students. The sample of the study was consisted of
thirty students from an urban school of New York. The tools for data collection were
pretest, pot-test, participant observation and journal prompt. The finding of the study
indicated that students that had attended peer tutoring session improved in the
academic achievement but due to the non equivalent group the control group
performed well as compared to experimental group but the motivation of the students
was increased in the whole instruction and students had also showed positive feeling
and positive attitudes towards peer tutoring.
Razak and See (2010) studied the effect of peer learning on the academic
achievement and motivation of the students at secondary level in the subject of
statistics through online learning. The researcher had used quasi-nonequivalent pretest
and posttest control group design to explore the effects of peer learning through
online interaction supplemented with face to face instruction compare to face to face
instruction. The finding of the study explored that peer learning had a significant
effect on motivation and academic achievement.
Romano and Walker (2010) studied the effect of peer tutoring on the academic
success, engagement in the class and behavior in subject of biology at secondary
level. The sample of the study was consisted of 10 students of 9th
grade. The
experiment was conducted in biology lab in which the students was working in pairs
on the given assignment. For data collection the researcher had used various tools like
Pretest, posttest, participant observation, field notes, checklist and students journal
73
entries. After ten days of peer tutoring the data was collected using the above
mentioned tools. After analysis of data the researcher had conclude that; the academic
achievement of the students were improved after peer tutoring. The ability of home
work completion was also improved. Most students were agreed that peer tutoring had
improved the understanding level, focus on task, and enjoyment in studying the
subject of biology.
Gok (2012) explored the effects of peer teaching on students‟ conceptual
understanding and motivation in the subject of physics on college students. The
sample of the study was 123 college students. Quasi-experiment design was used for
conduction of study. Concept Inventory “FCI” and Motivated Strategies for Learning
Questionnaire “MSLQ” were used as a data collection tool. The findings of the study
showed that the method of peer instruction was effective in the development of
conceptual understanding as compared to traditional lecture demonstration method.
But the peer instruction had no impact on the motivation of the students and neither it
had developed interest of the students.
Arrand (2014) conducted qualitative research on peer tutoring on media
production students in higher education. The author claimed that peer tutoring is
going to mature and strategized due to its increasing practices in the world wide
institutions, so it should be more structured and accountable. The available literature
appeal and wishes to examine it qualitatively in which the participant express their
opinion openly in order to give us a clear picture of its multi-natured face. The data
was collected by questionnaire, sheet of self-evaluation and by narrative inquiry. The
collected data was then tabulated, coded and themed which had expressed conformity
of the findings of previous literature that peer tutoring has significant effect on
learning and arousal of motivation and develop confidence.
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Self- concept or sense of self is the important component of motivation and is
also one of the important component that affects student‟s learning and all life‟s
activities (Bong & Skaalvik, 2003). Alrajhi and Aldhafri (2015) studied the effect of
peer tutoring on the self-concept in subject of English of the students of Sultan
Qaboos University of Oman. The sample size of the study was 125 students of Sultan
Qaboos University Oman. The data was collected by Tutorial Programs Factors Scale
(TPFS) and Student English Self Concept Scale ( SESCS). The analysis of data
revealed that peer tutoring had significant effect on development of English Self
Concept.
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Chapter 3
METHOD AND PROCEDURE
This section presents the methodologies and procedures which were adopted
in this study. It has further elaborated the population, sample, data collection, analysis
and procedures of the study.
3.1 POPULATION
All 433,405 boys‟ students at secondary level of 10th
grade of Khyber
Pakhtunkhwa were the population of study (EMIS, 2015).
3.2 SAMPLE
Forty (40) students, who were studying biology as elective subject of grade
10th
were chosen as sample of the study from Allied National Software Institutes
(ANSI), a private secondary school for boys Mardan. The sample of the study was
bifurcated into two equal groups that were experimental and control groups on the
basis of pretest score by using the techniques of pair random. Each group was consist
of low achiever (below the Median) and high achiever (above the Median) students.
In Experimental group the high achievers were considered as tutors and low achievers
were considered as tutees. The pairs of tutor and tutee were constructed in
experimental group in such a way that high achievers of experimental group were
paired with the low achievers of experimental group through random technique.
3.3 DESIGN OF THE STUDY
This study was experimental as well as qualitative in nature. The investigation
had involved two groups of students; Experimental group and Control group from 10th
grade and both groups were equivalent on the basis of pretest score. According to
(Farooq, 2001), the “pretest posttest equivalent group design” is used for measuring
the effectiveness of treatment which involved two equivalent groups. Therefore the
76
pretest posttest equivalent group Design was used for measuring the effectiveness of
peer tutoring. Following is the symbolic representation of this design.
Where RE = Randomly Selected Experimental Group
RC = Randomly Selected Control Group
O1 & O3 = Pretests
O2 & O4 = Post- test
T = Treatment
d = Difference between mean scores of Pretest and Posttest
Figure 3.1 Pretest posttest equivalents Group Design
3.4 RESEARCH INSTRUMENTS
The study involved both quantitative and qualitative aspects for which both
quantitative and qualitative methods of data collection were used. Data were
collected by the following tools.
3.4.1 Pretest and Posttest
Teacher made pretest and posttest were developed in consultation with subject
experts and supervisor. Each pretest and posttest was consisted of 32 items having
fifty marks. Before administering both instruments were pilot-tested. Both tests were
prepared on the basis of first three levels of cognitive domain in line with objectives
RE = O1 T O2
RC =O3 O4
d RE = O2 - O1
d RC = O4 - O3
D = d RE – d RC
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of lesson plans and objectives of the study according to the following tables of
specification.
Table 1: Table of Specification of Pretest
Distribution of Items of Pretest
Levels of
Cognitive
domain
MCQs
A
True/Fals
B
Short Q
C
Long Q
D
Total
(A+B+C
+D)
Marks
(A+B+3
C+5D)
%age
Knowledge 6 7 2 1 15 24 48%
Comprehension 9 3 0 1 13 17 34%
Application 0 0 3 0 4 9 18%
Total 15 10 5 2 32 50 100%
Table 2: Table of Specification of Posttest
Distribution of Items of Posttest
Levels of
Cognitive
domain
MCQs
A
True/False
B
Short Q
C
Long Q
D
Total
(A+B+C
+D)
Marks
(A+B+3
C+5D)
%age
Knowledge 9 4 3 1 17 27 54%
Comprehensio
n
6 6 - -
12 12 24%
Application 0 - 2 1 3 11 22%
Total 15 10 5 2 32 50 100%
3.4.1.1 Reliability of Tests
The reliabilities of the tests were determined by using split-half method.
Seventeen students were taken from 10th
class of Sadhum Children Academy Rustam
Mardan for reliability testing of pre test, which were given pretest and their
78
achievement score were obtained. The items of the test were divided into two equal
halves. The obtain marks in the halves were compared using “Spearman-Brown
Prophecy formula” and the co-efficient of reliability was established which was 0.92,
which led to the satisfaction on the reliability of pre test. In the same way the
reliability of posttest was established and found 0.70, which was also satisfactory.
3.4.2 Participant Observation
Motivation of the students was measured through participant observation by
the researcher because the researcher was much engaged in the study and had the
opportunity to note and record the indicators of motivation narratively.
3.5 PROCEDURE OF THE STUDY
This study was experimental in nature and complemented by a qualitative
approach due to its one of the objectives, exploring the motivation of the students
towards learning and conducted in Allied National Software Institute (ANSI), a
private secondary school in Mardan, from 5th
September to 22th
October of 2016. For
conducting this study the following procedure was adopted.
3.5.1 Selection of Tutors and Tutees
There were four sections of the 10th
grade in the ANSI school Mardan. The
researcher had intended to use pretest posttest equivalent group design, for which he
needed two equivalent groups. The administration of the school had not allowed him
to disturb all his sections, and allowed him for conduction his research in two sections
which collectively comprise on 47 students. Therefore the researcher had taken a
pretest from these two sections. The pretest was constructed in the already taught
three chapters of the biology of 10th
grade. Seven students turn downed to take part in
the research; hence sample size was reduced to 40 students. Two groups, experimental
and control were formed, using the score of pretest by using pair random technique
79
and hence both groups were equivalent. Both groups were comprised on high
achievers and low achievers. In the group under investigation the high achievers were
nominated as tutors and low achievers were considered as tutees.
3.5.2 Tutor Training
Training session was arranged for tutors before starting the treatment and they
were also guided during the sessions of tutoring on the spot when some problem rose.
So after selection of the tutors and tutees, the researcher met the tutors and informed
them about the tutoring process and their roles in the research study. The major
contents of this training were:
i. Welcome your tutee with good wishes and smiling face.
ii. Fully prepare the lesson of the day for teaching to your tutee.
iii. Discuss plan of the day with your tutee.
iv. Always start the lesson by asking questions from the tutee and inquire
concept, interest, and attitude of the students about the topic.
v. Encourage and praise your tutee, when he gives correct response, with words
like, “wow so great”, “you have done well” etc.
vi. Explain and discuss in detail the given contents according to the given lesson
plan and take response from your tutee on the spot. Repeat the contents with
your in case of non understanding.
vii. Give full opportunity to the tutee to express all his quires and ambiguities.
viii. Don not rebuke, or insult your tutee in case of asking questions again and
again.
ix. In case, if your tutee is not cooperating then call the teacher.
x. Support and encourage tutee‟s learning.
xi. Always remain flexible.
80
xii. Always use diagrams, pictures in support of your teaching.
xiii. Be aware of your tutee‟s sensitivities, social background and mental abilities.
xiv. At the end of lesson, repeat the important points.
xv. Take advice from your teacher in case of non understanding of any content.
3.5.3 Classroom Arrangement
The school administration had allotted computer lab for the experiment,
because the lab was only available room. The lab was suitable for the tutoring session
because it was wide and could easily accommodate the students. The chairs in the lab
were arranged in six rows and each row consisted of five chairs which can
accommodate 30 students easily. The students were seated in four rows constituting
10 pairs. In each pair the tutee was sit on right hand side of the tutor.
3.5.4 Teaching Contents
The researcher selected three chapters from the 10th
grade biology text book
for the peer tutoring sessions and prepared thirty lesson plans in the following
chapters.
i. Inheritance ( consist of eleven lesson plans)
ii. Biotechnology ( consist of five lesson plans)
iii. Man and his Environment ( consist of fourteen lesson plans)
3.5.5 Treatment
The study needed two teachers of equal qualification but the school
administration had allotted only one teacher. He was allotted to the control group and
researcher personally monitored, taught and observed the experimental group. Control
group was taught through conventional lecture demonstration method and the
experimental group was taught through peer tutoring. Lesson plan was developed for
each session of peer tutoring. The same lesson was instructed and discussed with the
81
tutor one day earlier by the same teacher. Instruction and preparation of tutors was
compulsory because the contents of tutoring sessions were new for the tutors. There
was no time available for tutor preparation during school time, so it was planned that
tutor would be prepared through instruction after school time by the teacher who had
taught the control group. It was difficult to convince the tutor and teacher for taking
the class. But it was made possible by the intervention of the principal. Among the 10
tutors, six were living in the hostel and were easily convinced and the remaining four
tutors were specially requested for the participation. Teacher was also made agreed
but he had excused for not taking the class on Thursday and Friday due to his own
classes of M. Phil studies. Therefore, the researcher had personally instructed the
tutors in these two days. Total thirty lesson plans were prepared for the treatment
period, five plans per week. Tutors were also guided that how to teach various
components of the plan and satisfy their tutees. The researcher had played the role of
facilitator, monitor, instructor, evaluator and participant observer. Before starting each
tutoring session the researcher first instructed the major areas of the lesson,
highlighted the objectives of the lesson and procedure of the tutoring session. In case
of absentee of tutor or tutee the remaining partners made adjusted with other pair and
in case of absentee of one tutor and one tutee of the two pairs then the remaining
partners were paired with each other. During the peer tutoring session the researcher
was continuously visiting each pair and observing the progress and had intervened
where necessary. Researcher had also motivated tutees for asking questions and
discussion. Strict rules and discipline was highly needed and was maintained by the
researcher and laboratory attendant. Both groups were taught same course contents at
the same time in different rooms and treatment was continued for seven weeks. The
period of treatment was extended for one week due to Eid-ul-Azha and Ashura
82
vacations. In order to attribute the treatment effect to peer tutoring and control
extraneous variables the researcher had requested the principal to postpone the
assessment activities for six weeks in the subject of biology, because weekly tests was
regular activity in the said school. The researcher had observed strong motivation
both in tutors and tutees as they were reached the lab before time and they had also
requested the researcher for the continuation of the tutoring process for the
completion of the whole textbook. When the instructional treatment of seven weeks
was over, achievement test was administered to the students for posttest to both
experimental and control groups for measuring the effectiveness of peer tutoring.
3.6 DATA COLLECTION
Pretest was administered to the sample of the study in order to form two
equivalent groups on the basis of pretest score. During treatment period experimental
group was engaged in peer tutoring and control group was taught through lecture
demonstration method and the treatment was continued for seven weeks. Soon after
the treatment was over post test was administered for measuring the effectiveness of
treatment. After measuring the post test, the score of each student was further
categorized into three categories with respect to knowledge, comprehension and
application levels of cognitive domain of Bloom taxonomy. The qualitative data
regarding measuring the motivation of the students were collected through participant
observation by the researcher.
3.7 ANALYSIS OF DATA
The data collected from pretest and posttest were organized and analyzed
through independent sample t-test and ANOVA. The mean scores were calculated to
measure the overall performances of the respondents of both groups and independent
sample t-test was applied to measure the significant difference between the
83
experimental and control groups on the scores of both pretest and posttest. The p
value for testing the hypotheses of the study was 0.05.
Furthermore, the qualitative data obtained from participant observation to
measure the motivation of the participants were collected and analyzed qualitatively
using transcribing, coding, recoding, describing and theme development as stated by
Creswell (2015) and Ary, Jacobes, & Sorensen (2010).
For statistical analysis the following formulae recommended by (Gay, 2000) were
applied:
1. Mean
X = 𝑋
𝑁
2. Standard Deviation
𝑆.𝐷 = 𝑆𝑆
𝑁−1 Where SS = 𝑥2 −
( 𝑥)2
𝑁
3. Standard Error
𝑆𝐸𝐷 = 𝑆𝐷1
2
𝑁1+
𝑆𝐷22
𝑁2
4. Calculation of t- value for Independent Sample
t = 𝑥1−𝑥2
𝑠𝑠1+𝑠𝑠2
𝑛1+𝑛2 −2
1
𝑛1+
1
𝑛2
5. Analysis of Variance (ANOVA)
Step 1. 𝑆𝑆𝑡𝑜𝑡𝑎𝑙 = 𝑋𝑡2 −
𝑥𝑡 ²
𝑁
84
Step 2. 𝑆𝑆𝑏𝑒𝑡𝑤𝑒𝑒𝑛 = 𝑥1 ²
𝑛1+
𝑥2 ²
𝑛2+
𝑥3 ²
𝑛3+
𝑥4 ²
𝑛4−
𝑥𝑡 ²
𝑁
Step 3. 𝑆𝑆𝑡 = 𝑆𝑆𝑏 + 𝑆𝑆𝑤
𝑆𝑆𝑤 = 𝑆𝑆𝑇 − 𝑆𝑆𝑏
Step 4. ANOVA table
Source of variation Sum of Squares Df Mean Square F P
Between the groups
Within the group
Total
Mean Square MS = 𝑆𝑆
𝐷𝐹
F-Value F= 𝑀𝑆𝑏
𝑀𝑆𝑤
85
Chapter 4
DATA ANALYSIS AND INTERPRETATION
In this chapter the data obtained from the pretest, posttest and participant
observation are analyzed and interpreted. The statistics used in this chapter are mean,
median, standard deviation, standard error, t-test, and ANOVA. The narrative
description obtained from participant observation was analyzed through coding and
theme development. The tabulated data are organized and interpreted below:
4.1 INTERPRETATION OF PRETEST SCORE
Table 3: Expression of the Pretest scores of both experimental and control
group in frequency distribution form
Class Intervals Frequencies of
experimental group
Frequencies of control
group
36-40 3 3
31-35 3 2
26-30 5 6
21-25 3 2
16-20 5 5
11-15 1 2
Total 20 20
Mean Score 26.5 25.8
Median 26 26
Table 3 shows that the mean and median of the both groups were almost equal
and normally distributed and the range of the pretest score fell from 11 to 40 of the
both groups, which show that experimental and control groups, were equivalent
before the treatment. The detailed pretest scores of the both groups are given in the
appendix “F”. The pre test score of the experimental and control groups are shown in
graphic form in the given figure.
86
Pretest score
Fig 4.1 Frequency distribution of pretest score
H0 1: There is no significant difference between the mean scores of experimental and
control group.
Table 4: Significance difference between the mean scores of pretest of control
group and experimental group
Groups N Mean SD SED t-value
Experimental 20 26.5 7.33
2.28 0.30 Control 20 25.8 7.1
df=38 table value at 0.05= 2.042
The table 4 shows that the calculated t-value was less than table value which
supports the null hypothesis. On the basis of this evidence it was interpreted that both
experimental and control groups were equivalent before the treatment.
0
1
2
3
4
5
6
7
11--15 16-20 21-25 26-30 31-35 36-40
Experimental
GroupControl Group
87
Table 5: Comparision of tutors (high achievers) of the experimental group
and high achievers of the control group on the basis of Pretest score
Class Intervals Frequencies of
experimental group
Frequencies of control
group
36-40 3 3
31-35 3 2
26-30 4 5
21-25 0 0
16-20 0 0
11-15 0 0
Total 10 10
Mean Score 32.3 31.6
Median 32.5 31.5
Table 5 shows that the mean and median of the both groups were almost equal
and the range of the pre test score fell from 26 to 40 of the both groups, which shows
that experimental and control group were equivalent. The pretest scores of the both
groups are given in the appendix “H”. The pre test scores of the high achievers of
both experimental and control groups are shown in graphic form in the given figure.
Pretest score Fig 4.2 Frequency distribution of pretest scores of high achievers of
experimental and control groups
0
1
2
3
4
5
6
11--15 16-20 21-25 26-30 31-35 36-40
Score of high achievers of
Experimental group
Score of high achievers of
control group
88
H0 2: There is no significant difference between the mean scores of tutors
(high achievers) of experimental and high achievers of control groups.
Table 6: Significance difference between the mean scores of high achievers of
experimental and control groups
GROUPS N Mean SD SED T-value
Experimental 10 32.3 4.52 2.02 0.35
Control 10 31.6 4.54
df = 18 table value at 0.05= 2.101
Table 6 shows that the calculated t-value was less than table value which
supports the null hypothesis. On the basis of this evidence it was interpreted that
tutors (high achievers) of experimental and high achievers of control groups were
equivalent before the treatment.
Table 7: Comparision of the tutees (low achievers) of the experimental group
and low achievers of the control group on the basis of Pretest score
Class Intervals Frequencies of
experimental group
Frequencies of control
group
36-40 0 0
31-35 0 0
26-30 1 1
21-25 3 2
16-20 5 5
11-15 1 2
Total 10 10
Mean Score 20.7 20
Median 19.5 20
Table 7 shows that the mean and median of the both groups were almost equal
and the range of the pre test score fell from 11 to 26 of the both groups, which shows
that tutees (low achievers) of experimental and low achievers of control groups were
equivalent. The pretest scores of the both groups are given in the appendix “I”. The
89
pre test scores of the low achievers of both experimental and control groups are
shown in graphic form in the given figure.
Pretest score
Fig 4.3 Frequency distribution of pretest scores of low achievers of experimental
and control groups
H0 3: There is no significant difference between the mean scores of low achievers
(tutees) of experimental and low achievers of control groups.
Table 8: Significance difference between the mean scores of low achievers
(tutees) of experimental and low achievers of control groups
GROUPS N Mean SD SED T-value
Experimental 10 20.7 3.70 1.78 0.39
Control 10 20 4.26
df = 18 table value at 0.05=2.101
Table 8 shows that the calculated t-value was less than table value which
supports the null hypothesis. On the basis of this evidence it was interpreted that
tutees (low achievers) of experimental and low achievers of control groups were
equivalent before the treatment.
0
1
2
3
4
5
6
11--15 16-20 21-25 26-30 31-35 36-40
Score of low
achievers(Tutees) of
Experimental group
Score of low achievers of
control group
90
4.2 INTERPRETATION OF POST TEST SCORE
Table 9: Expression of the Posttest scores of both experimental and control
groups in frequency distribution form
Class Intervals Frequencies of
experimental group
Frequencies of control
group
41-45 4 0
36-40 7 4
31-35 6 3
26-30 3 4
21-25 0 4
16-20 0 4
11-15 0 1
Total 20 20
Mean Score 36 27.25
Table 9 shows that the mean of experimental group was higher than the mean
of control group. The range of the experimental group started from 27 to 44. The
range of the control group started from 11 to 40. The detailed Posttest scores of the
both groups are given in the appendix “G”. The Post test score of the experimental
and control groups are shown in graphic form in the given figure.
Posttest score
Fig 4.4 Frequency distribution of posttest scores of the experimental and control
groups
0
1
2
3
4
5
6
7
8
11--15 16-20 21-25 26-30 31-35 36-40 41-45
Post Test Score of
Experimental Group
Post Test Score of
Control Group
91
H0.1: There is no significant difference between the mean scores of experimental and
control group.
Table 10: Significance difference between the mean of posttest score of
experimental and control group
GROUPS N Mean SD SED T-value
Experimental 20 36.05 5.4
2.095 4.21 Control 20 27.25 7.66
df = 38 table value at 0.05= 2.042
The table 10 shows that the calculated t-value was greater than table value
which leads to the rejection of the null hypothesis. The values of standard deviation
show that the experimental group was not only better in academic achievement but
also showed less variation as compared to control group.
Table 11: Comparision of the tutors (high achievers) of the experimental and
high achievers of the control group on the basis of Posttest score
Class Intervals Frequencies of
experimental group
Frequencies of control
group
41-45 4 0
36-40 5 4
31-35 0 3
26-30 1 1
21-25 0 1
16-20 0 1
Total 10 10
Mean Score 39.3 32
Table 11 shows that the mean of high achievers (tutors) of experimental group
was higher than the mean of high achievers of control group. The range of the
experimental group started from 28 to 44. The range of the control group started from
19 to 40. The mean values show that the tutors of experimental group had achieved
more score as compared to the high achievers of the control group. The Posttest
92
scores of the both groups are given in the appendix “j”. The Post test score of the
experimental and control group are shown in graphic form in the given figure.
Posttest score of high achievers Fig 4.5 Frequency distribution of Posttest scores of high achievers of
experimental and control groups
H0 2: There is no significant difference between the mean scores of high achievers
(tutors) of experimental and high achievers of control groups.
Table 12: Significance difference between the mean scores of experimental and
control groups of high achievers
GROUPS N Mean SD SED T-value
Experimental 10 39.3 5.14
2.66 2.77
Control 10 32 6.54
df = 18 table value at 0.05= 2.101
The table 12 indicates that the calculated t-value was higher than table value
which leads to the rejection of null hypothesis. The values of standard deviation show
that the tutors were not only better in academic achievement but also showed less
variation as compared to equivalent high achievers of control group.
0
1
2
3
4
5
6
11--15 16-20 21-25 26-30 31-35 36-40 41-45
Score of high
achievers of
Experimental
group
Score of high
achievers of
control group
93
Table 13: Comparision of the tutees (low achievers) of the experimental group
and low achievers of the control groups on the basis of Posttest score.
Class Intervals Frequencies of experimental
group
Frequencies of control group
36-40 2 0
31-35 6 0
26-30 2 3
21-25 0 3
16-20 0 3
11-15 0 1
Total 10 10
Mean Score 32.8 22.5
Table 13 shows that the mean of tutees (low achievers) of experimental group
was higher than the mean of low achievers of control group. The score of
experimental group started from 27 and ended on 38 and the score of control group
started from started from 11 and ended on 30. The Posttest scores of the both groups
are given in the appendix “K”. The Post test score of both experimental and control
groups are shown in graphic form in the figure.
Posttest score of low achievers Fig 4.6 Frequency distribution of posttest scores of low achievers of
experimental and control groups
0
1
2
3
4
5
6
7
11--15 16-20 21-25 26-30 31-35 36-40
Score of low
achievers(Tutees) of
Experimental group
Score of low achievers of
control group
94
H0 3: There is no significant difference between the mean scores of low achievers
(tutees) of experimental and low achievers of control groups.
Table 14: Significance difference between the mean scores of low achievers
(tutees) of experimental and low achievers of control groups
Groups N Mean SD SED t-value
Experimental 10 32.8 3.42 2.06 5
Control 10 22.5 5.56
df = 18 table value at 0.05=2.101
The table 14 shows that the calculated t-value was higher than table value
which leads to the rejection of null hypothesis. The values of standard deviation show
that the tutees (low achievers) were not only better in academic achievement but also
showed less variation as compared to equivalent low achievers of control group.
H0 4: There is no significant difference among the mean posttest‟s scores of four
groups on the academic achievement.
Table 15: ANOVA table showing significance difference among the mean post-
test’s scores of low achievers and higher achievers of experimental and
control groups
Sum of Square df Mean Square F
Between the groups 1436.9 3 478.96
17.10 Within the groups 1008.2 36 28.00
Total 2445.1
Table value is 2.84 on (36, 3) df
The table 15 shows that the calculated F-value was greater than table value
which leades to the rejection of null hypothesis, which means that there was
significant diffrence among the groups at 0.05 level of significance.
95
4.3 INTERPRETATION OF POST TEST SCORE WITH RESPECT TO
KNOWLEDGE, COMPREHENSION AND APPLICATION LEVELS OF
COGNITIVE DOMAIN OF BLOOM TAXONOMY
Table 16: Expression of the Posttest scores of both experimental and control
groups with respect to knowledge level in frequency distribution form
Class Intervals Frequencies of
experimental group
Frequencies of control
group
23-25 7 1
20-22 6 5
17-19 5 2
14-16 2 4
11-13 0 4
8-10 0 3
5-7 0 1
Total 20 20
Mean Score 18.9 15.5
Table 16 shows that the mean of experimental group with respect to
knowledge level of cognitive domain of Bloom taxonomy was higher than the mean
of control group. The detailed Posttest scores of the both groups with respect to
cognitive domain are given in the appendices “N” and “O”. The Post test score of the
experimental and control groups are shown in graphic form in the given figure.
Posttest score
Fig 4.7 Frequency distribution of Posttest scores of experimental and control
groups
0
1
2
3
4
5
6
7
8
5--5 8--10 11--13 14-16 17-19 20-22 23-25
Experimental Group
Control Group
96
H0.5: There is no significant difference between the mean scores of experimental and
control groups with respect to knowledge level of cognitive domain.
Table 17: Significance difference between the mean of posttest scores of
experimental and control group with respect to knowledge level of
cognitive domain
GROUPS N Mean SD SED T-value
Experimental 20 20.6 2.94
1.33 3.83 Control 20 15.5 5.20
df = 38 table value at 0.05= 2.042
The table 17 shows that the calculated t-value was greater than table value
which leads to the rejection of null hypothesis. The values of standard deviation show
that the experimental group was not only better in academic achievement with respect
to knowledge level of cognitive domain but also showed less variation as compared to
control group.
Table 18: Expression of the Posttest scores of both experimental and control
groups with respect to comprehension level of cognitive domain in
frequency distribution form
Class Intervals Frequencies of
experimental group
Frequencies of control group
11-12 2 0
9-10 12 7
7-8 5 9
5-6 1 4
Total 20 20
Mean Score 9 7.65
Table 18 shows that the mean of experimental group with respect to
comprehension level of cognitive domain was higher than the mean of control group.
The detailed Posttest scores of the both groups are given in the appendices “N” and
97
“O” respectively. The Posttest score of the experimental and control groups are shown
in graphic form in the given figure.
Posttest score Fig 4.8 Frequency distribution of Posttest scores of high achievers of
experimental and control groups with respect to comprehension level. H0.6: There is no significant difference between the mean scores of experimental and
control group with respect to comprehension level of cognitive domain.
Table 19: Significance difference between the mean of posttest score of
experimental and control group with respect to comprehension level of
cognitive domain.
GROUPS N Mean SD SED T-value
Experimental 20 9 1.41 0.66 2.87
Control 20 7.65 1.56
df = 38 table value at 0.05= 2.042
The table 19 shows that the calculated t-value was greater than table value
which leads to the rejection of null hypothesis. The values of standard deviation show
that the experimental group was not only better in academic achievement with respect
to comprehension level of cognitive domain but also showed less variation as
compared to control group.
0
2
4
6
8
10
12
14
5--6 7--8 9--10 11--12
Experimental Group
Control Group
98
Table 20: Expression of the Posttest scores of both experimental and control
groups with respect to application in frequency distribution form
Class Intervals Frequencies of
experimental group
Frequencies of control
group
10-11 4 0
8-9 4 3
6-7 4 4
4-5 5 2
2-3 3 9
0-1 0 2
Total 20 20
Mean Score 6.45 4.05
Table 20 shows that the mean of experimental group with respect to
application level of cognitive domain of Bloom taxonomy was higher than the mean
of control group. The detailed Posttest scores of the both groups with respect to
application level of cognitive domain are given in the appendices “N” and “O”
respectively. The Post test score of the experimental and control groups are shown in
graphic form in the given figure.
Posttest score
Fig 4.9 Frequency distribution of Posttest scores of high achievers of
experimental and control groups
0
1
2
3
4
5
6
7
8
9
10
0-1 2--3 4--5 6--7 8--9 10--11
Experimental Group
Control Group
99
H0.7: There is no significant difference between the mean scores of experimental and
control groups with respect to application level of cognitive domain.
Table 21: Significance difference between the mean of posttest score of
experimental and control group with respect to application level of
cognitive domain.
GROUPS N Mean SD SED T-value
Experimental 20 6.45 2.92 1.23 2.58
Control 20 4.2 2.60
df = 38 table value at 0.05= 2.042
The table 21 shows that the calculated t-value was greater than table value
which leads to the rejection of null hypothesis. The values of standard deviation show
that the control group showed less variation as compared to experimental group.
Table 22: Comparision of the High Achievers(Tutors) of the Experimental and
High Achievers of the Control Group on the basis of posttest score
with respect to knowledge level of cognitive domain.
Class Intervals Frequencies of
experimental group
Frequencies of control
group
22-24 9 3
19-21 0 2
16-18 0 3
13-15 1 1
10-12 0 1
Total 10 10
Mean Score 22.3 18.1
Table 22 shows that the mean of high achievers (tutors) of experimental group
was higher than the mean of high achievers of control group with respect to
knowledge level of cognitive domain of Bloom taxonomy. The Posttest scores of the
both groups are given in the appendix “P”. The Post test score of the experimental and
control group are shown in graphic form in the given figure.
100
Posttest score of high achievers
Fig 4.10 Frequency distribution of Posttest scores of high achievers of
experimental and control groups
H0 8: There is no significant difference between the mean scores of high achievers
(Tutors) of experimental and high achievers of control groups with respect to
knowledge level of cognitive domain
Table 23: Significance difference between the mean scores of high achievers of
experimental and control groups with respect to knowledge level of
cognitive domain.
GROUPS N Mean SD SED T-value
Experimental 10 22.3 2.66 1.63 2.56
Control 10 18.1 4.44
df = 18 table value at 0.05= 2.101
The table 23 shows that the calculated t-value was greater than table value and
on the basis of this result the null hypothesis was rejected. The values of standard
deviation show that the tutors were not only better in academic achievement but also
showed less variation as compared to equivalent high achievers of control group.
0
1
2
3
4
5
6
7
8
9
10
10--12 13-15 16-18 19-21 22-24
Score of high
achievers of
Experimental
group
Score of high
achievers of
control group
101
Table 24: Comparision of the Tutors (high achievers) of the Experimental and
High Achievers of the Control Groups on the basis of posttest score
with respect to comprehension level of cognitive domain
Class Intervals Frequencies of
experimental group
Frequencies of control
group
11-12 1 0
9-10 5 5
7-8 3 5
5-6 1 0
Total 10 10
Mean Score 8.8 8.3
Table 24 shows that the mean of high achievers (tutors) of the experimental
group was higher than the mean of control group with respect to comprehension level
of cognitive domain. The Posttest scores of the both groups are given in the appendix
“P”. The Post test score of the experimental and control group are shown in graphic
form in the given figure.
Posttest score of high achievers
Fig 4.11 Frequency distribution of Posttest scores of high achievers of
experimental and control groups
0
1
2
3
4
5
6
5--6 7--8 9--10 11--12
Score of high achievers of Experimental group
Score of high achievers of control group
102
H0 9: There is no significant difference between the mean scores of high achievers
(Tutors) of experimental and high achievers of control groups with respect to
comprehension level of cognitive domain
Table 25: Significance difference between the mean scores of high achievers of
experimental and control groups with respect to comprehension level of
cognitive domain
GROUPS N Mean SD SED T-value
Experimental 10 8.8 1.81 0.66 0.75
Control 10 8.3 1.05
df = 18 table value at 0.05= 2.101
The table 25 shows that the calculated t value was less than table value which
supports the null hypothesis. The values of standard deviation show that the control
group showed less variation as compared to experimental group.
Table 26: Comparision of tutors (high achievers) of the experimental and
high achievers of the control group on the basis of posttest score with
respect to application level of cognitive domain
Class Intervals Frequencies of
experimental group
Frequencies of control
group
11-12 2 0
8-10 5 3
5-7 1 4
2-4 2 3
Total 10 10
Mean Score 8.2 5.6
Table 26 shows that the mean of high achievers (tutors) of the experimental
group was higher than the mean of high achievers of control group in application level
of cognitive domain. The Posttest scores of both groups are given in the appendix “P”.
The Post test scores of the experimental and control group are shown in graphic form
in the given figure.
103
Posttest score of high achievers Fig 4.12 Frequency distribution of Posttest scores of high achievers of
experimental and control groups
H0 10: There is no significant difference between the mean scores of high achievers
(Tutors) of experimental and high achievers of control groups with respect to
application level of cognitive domain.
Table 27: Significance difference between the mean scores of high achievers of
experimental and control groups with respect to application level of
cognitive domain
GROUPS N Mean SD SED T-value
Experimental 10 8.2 2.34 1.07 2.42
Control 10 5.6 2.45
df = 18 table value at 0.05= 2.101
The table 27 shows that the calculated t-value was greater than table value
which leads to the rejection of null hypothesis. The values of standard deviation show
that the tutors were not only better in academic achievement but also showed less
variation as compared to equivalent high achievers of control group.
0
1
2
3
4
5
6
2--4 5--7 8--10 11--12
Score of high achievers of Experimental group
Score of high achievers of control group
104
Table 28: Comparision of the low achievers (tutees) of the Experimental and
low achievers of the Control Group on the basis of posttest score
with respect to knowledge level of cognitive domain
Class Intervals Frequencies of
experimental group
Frequencies of control
group
21-25 3 1
16-20 7 2
11-15 0 4
5-10 0 3
Total 10 10
Mean Score 18.9 12.9
Table 28 shows that the mean of low achievers of the experimental group was
higher than the mean of low achievers of control group in knowledge level of
cognitive domain. The Posttest scores of the both groups are given in the appendix
“Q”. The Post test score of the experimental and control group are shown in graphic
form in the given figure.
Posttest score of low achievers
Fig 4.13 Frequency distribution of Posttest scores of low achievers of
experimental and control groups
0
1
2
3
4
5
6
7
8
5--10 11--15 16-20 21-25
Score of Low
achievers of
Experimental
group
Score of Low
achievers of
control group
105
H0 11: There is no significant difference between the mean scores of low achievers
(tutees) of experimental and low achievers of control groups with respect to
knowledge level of cognitive domain.
Table 29: Significance difference between the mean scores of low achievers
(tutees) of experimental and low achievers of control groups with
respect to knowledge level of cognitive domain.
Groups N Mean SD SED t-value
Experimental 10 18.9 2.16 1.64 3.65
Control 10 12.9 4.72
df = 18 table value at 0.05=2.101
The table 29 shows that the calculated t-value was greater than table value and
on the basis of this evidence the null hypothesis was rejected. The values of standard
deviation show that the tutees were not only better in academic achievement with
respect to knowledge level of cognitive domain but also showed less variation as
compared to equivalent low achievers of control group.
Table 30: Comparision of the low achievers (tutees) of the Experimental and
low achievers of the Control Group on the basis of posttest score
with respect to comprehension level of cognitive domain
Class Intervals Frequencies of
experimental group
Frequencies of control
group
11-12 1 0
9-10 7 2
7-8 2 4
5-6 0 4
Total 10 10
Mean Score 9.2 07
In table 30 the mean values show that the low achievers of the experimental
group had achieved more score in comprehension level as compared to the low
achievers of the control group. The Posttest scores of the both groups are given in the
106
appendix “Q”. The Post test score of the experimental and control group are shown in
graphic form in the given figure.
Posttest score of low achievers
Fig 4.14 Frequency distribution of Posttest scores of low achievers of
experimental and control groups
H0 12: There is no significant difference between the mean scores of low achievers
(tutees) of experimental and low achievers of control groups with respect to
comprehension level of cognitive domain.
Table 31: Significance difference between the mean scores of low achievers
(tutees) of experimental and low achievers of control groups with
respect to comprehension level of cognitive domain.
Groups N Mean SD SED t-value
Experimental 10 9.2 0.9
0.62 3.5
Control 10 7 1.76
df = 18 table value at 0.05=2.101
The table 31 shows that the calculated t-value was higher than table value and
on the basis of this evidence the null hypothesis was rejected. The values of standard
deviation show that the tutees were not only better in academic achievement with
respect to comprehension level of cognitive domain but also showed less variation as
compared to equivalent low achievers of control group.
0
2
4
6
8
5--6 7--8 9--10 11--12
Score of
low(tutees)
achievers of
Experimental
group
Score of low
achievers of
control group
107
Table 32: Comparision of the tutees (low achievers) of the Experimental and
low achievers of the Control Group on the basis of posttest score
with respect to application level of cognitive domain
Class Intervals Frequencies of
experimental group
Frequencies of
control group
8-10 1 0
5-7 3 2
2-4 6 6
0-1 0 2
Total 10 10
Mean Score 4.7 2.8
In table 32 the mean values show that the tutees of experimental group had
achieved more score in application level of cognitive domain as compared to the low
achievers of the control group. The Posttest scores of the both groups are given in the
appendix “Q”. The Post test score of the experimental and control group are shown in
graphic form in the given figure.
Posttest score of low achievers Fig 4.15 Frequency distribution of Posttest scores of low achievers of
experimental and control groups
0
1
2
3
4
5
6
7
0--1 2--4 5--7 8--10
Score of low
achievers (tutees)
of Experimental
group
Score of low
achievers of
control group
108
H0 13: There is no significant difference between the mean scores of low achievers
(Tutees) of experimental and low achievers of control groups with respect to
application level of cognitive domain.
Table 33: Significance difference between the mean scores of low achievers
(tutees) of experimental and low achievers of control groups with respect
to application level of cognitive domain.
Groups N Mean SD SED t-value
Experimental 10 4.7 2.1 0.9 2.06
Control 10 2.8 1.98
df = 18 table value at 0.05=2.101
The table 33 shows that the calculated t-value was less than table value and
on the basis of this evidence the null hypothsis was accepted. The values of standard
deviation show that control group showed less variation as compared to experimental
group.
4.4 PARTICIPANT OBSERVATION
In this study the researcher played the role of participant observer, because he
conducted and fully engaged in every step of the study. After pretesting and
equivalent group formation, a comprehensive training was given to tutors, because
they were novice to peer tutoring. Thirty tutoring sessions of 40 minutes each, were
completed in a period of seven weeks. For each session, lesson plan was prepared and
was instructed one day earlier to the tutors.
All the tutoring sessions occurred in computer lab because it was allotted by
the administration of the school for peer tutoring. The computer lab was a
multipurpose room, could be adopted for many tasks. The researcher as a participant
observer participated in every session of the tutor‟s preparation and tutoring activities
and collected field notes narratively on the behaviours and attitudes of the students
toward learning. The lesson plans for the whole treatment period had been prepared
109
well in advance, because their approval was compulsory from the university, but the
researcher made some modification according to the needs of the students during the
session.
First of all tutors were instructed one day earlier from each tutoring session by
the same teacher, who was teaching to control group in the presence of researcher. As
it was mentioned in the procedure section that the teacher was unavailable for two
days in a week due to his personal activities in these two days the researcher was
teaching to tutors for preparation. The tutors were specially instructed the contents of
the lesson plan as well as oriented about different ways of teaching. During this
preparation sessions tutors were usually asking many questions regarding contents
and their tutee‟s problems. The lesson plans were provided in hard form to both tutors
and tutees for tutoring and preparation.
Every session was started by recitation of few verses of the Holly Quran.
Before commencing every tutoring session, the researcher used to instruct the
objectives, and major areas of the lesson. Usually the researcher wrote the objectives
and components of the lesson on white board and asked each pair of tutor and tutee to
learn these contents by discussion so that they get on track to achieve the objectives.
The researcher as a participant observer visited each pair and observed the
process of peer tutoring. Here the researcher was providing guidance and also made
corrections. Usually when the researcher was visiting a pair, both the tutor and tutee
used to start asking questions. When the researcher was not observing or busy with
other pairs the two pairs were engaged in other activities, usually discussing their own
contents. So the researcher was frequently visiting to these two pairs. Here the
researcher felt that peer tutoring needs highly structured and disciplined environment
which was also highlighted by Brost (2011). During the visit of researcher to each
110
pair the researcher used to motivate both the partner for maximum participation and
used to encourage tutees for asking maximum questions. The researcher was
repeatedly asking to all tutees to ask maximum questions from your tutor and do not
leave a tiny question in your mind.
In some occasions both the tutors and tutees were asking questions again and
again as in case, when Mendel Law of Independents assortment, protein synthesis,
were discussing. Then the researcher gave comprehensive lecture to all tutors and
tutees and then allowed to continue peer tutoring for further retention.
In case of absentees of the students the researcher had managed the remaining
partner with other pair but students were regular. High motivation of the students was
observed and this was evident by the following observation that the researcher had
noted during peer tutoring.
All the students were present on time in the lab with their contents in the hand.
One day the lab was not available due to some workshop, the students had talked to
the administration and had arranged alternate room for the session before the arrival
of the researcher there, which had showed their interest and enthusiasm. As the
researcher had prepared lesson plan for each session in which the role of tutor and
tutee was mentioned. For motivation development the researcher had pasted the
picture of the tutor and tutee on each plan so before handing over the lesson plans,
they were curious for whom the pictures would be pasted on plan of the day.
The participants of the study were aware from the researcher‟s PhD study, so
they were usually asking from the researcher about higher education, such as how
many expenses you paid on your degree? How much it is difficult? Some time they
were also sharing their own personal problems about health and education career for
future. All these show that they were highly motivated.
111
It was clear that they were discussing the experiences of peer tutoring with
their other class fellows. One day some students came from control group and
requested for inclusion in the experimental group which was unfortunately could not
be included due to the threat to validity of the study but this showed that sharing of
experiences of peer tutoring in the class had motivated them.
Students in this age are usually very naughty but these students were very
obedient and never committed any misbehaviour during the whole period of the
treatment. They never allowed the researcher for cleaning the whiteboard, they their
self were cleaning the white board when the researcher was writing something on the
board. But it was observed that during relaxation, some pairs were engaged in their
own personal discussion and may be this was due to close friendship because during
pair formation tutors were allowed to select their own tutees.
The students were seen that they were enjoying the tutoring. Most of the
students were very relaxed. One thing that is necessary to mention here was that
“testing” was a regular activity in the said school, so in order to fully attribute the
achievement to peer tutoring the researcher had personally requested to the principal
to suspend the assessment activities in the subject of biology only during the study
here which was accepted but it had negatively affected some students in the control
group and had scored less in the post test. Low score might be also being due to
unpredictable nature of human.
When the researcher announced on the last day that today is last session of
peer tutoring and tomorrow will be only posttest, it was seen that it was a shock for
many students which was evident from their faces and they all requested for the
continuation of the same peer tutoring activity for the completion of whole course of
112
biology. This all showed that peer tutoring had improved their motivation level to a
very high extent towards learning biology through peer tutoring.
The researcher had enjoyed this study because of motivated and hard working
nature of the students. The researcher had tried their best to minimize their personal
effects on the study to the level that he could.
4.4.1 Coding
After transcribing the participant observation, then it was analyzed several
times line by line and highlighted the segments of the text which possessed ideas for
which it was investigated. The ideas got were named by a code word or phrase and
jotted down on the margins of the paper and each code was enclosed in a text box.
Similarly the whole text was coded and 21 codes were formed. Similar codes were
grouped together which has formed five major themes as shown in the figure 4.8.
Each theme was representing a major idea.
Training of Tutors
Computer lab as a site of Experiment
Lesson Plan
Preparation
Early training and
preparation
Questions asking by
the tutors
Objectives
were
known to
tutors and
tutees
Both tutors and tutees
were asking questions Asking
more
questions in
case of
difficulties
Asking questions
Preparation for the tutoring was
the part of every stake holder
related to peer tutoring
CODES THEMES
Questions asking were a
common phenomenon
113
Figure 4.17 Coding of participant observation
4.4.2 Description of the Themes
The process of peer tutoring was taken place in the computer lab of ANSI
school mardan. The lab was suitable place for this research. After analysis of data the
following finding were drawn.
1. The tutoring sessions were taken seriously by both tutors and tutees and
they had made necessary preparation for the tutoring sessions.
2. Both tutors and tutees tried their best to understand the contents by asking
questions in all pre, post and during the peer tutoring sessions.
3. All the students were regular, curious and highly respectful to their
teachers and always had shared their ideas.
4. Both tutors and tutees were interested in the continuation of tutoring
process.
Naughtiness in the absence
of supervision
Regularity
Interest and
Enthusiasm
Curiosity
Sharing of personal problems
Discussion with fellow of
control group
Request of students of control
group in inclusion in tutoring
Obedient
Helping the
teacher in
classroom
activities
Relaxation in
discipline
leads to
problems
Suspension of assessment
activities
Request for continuation
of the study
Regularity, respect, interest,
curiosity and sharing of ideas
were the major characteristics
of the students
Interest in the continuation
of the peer tutoring process
Problem in the absence of
discipline and assessment
activities
114
5. Some minor discipline problems were observed when relaxation was given
to both tutors and tutees.
4.4.3 Conclusion
Motivation is the name of some drives as identified by Muho and Kurani
(2013) like effort, goal orientation, control over emotions self efficiency, sense of self,
self esteem and interest. The findings of this study showed that both tutors and tutees
had made necessary preparation which conform the claim of Muho and Kurani (2013)
that both tutors and tutees had controlled their intrinsic forces and had made efforts
for learning. Self efficacy was also evident by repeatedly asking questions of both
tutors and tutees during the peer tutoring sessions in case of learning difficult
contents. Regularity in the class, respect of teacher, curiosity and straggle for learning
were evident in the students, which showed motivation of the students towards
learning. The request of both tutors and tutees for the continuation of the peer tutoring
for the completion of whole course showed that both tutors and tutees were highly
interested and motivated towards learning through peer tutoring.
Galaviz (2009) and Smith (2010) pointed out that absence of external
discipline during peer tutoring lead to deviation from the normal tasks. So this
research was conducted in highly controlled environment but when a little relaxation
was provided then it had moved away the students from their normal track.
115
DISCUSSION
The major purpose of the study was to investigate the effects of peer tutoring
on the academic achievement of students in the subject of biology at secondary level.
The study was experimental plus qualitative in nature. The design for this study was
pretest posttest equivalent group design. Before the treatment pretest was conducted
in already taught chapters of biology. On the basis of pretest score the sample students
were divided into two equivalent groups through pair random technique. On the basis
of statistical analysis of pretest score both experimental and control groups were
found equivalent. The experimental group was engaged in peer tutoring for a period
of seven weeks and control group was taught through traditional lecture
demonstration method using same contents for both groups. The experimental group
was observed and monitored by the researcher and the researcher recorded the
behaviour of the students towards learning narratively. After treatment post test was
administered to both groups and the data obtained were analyzed by using statistics
and narrative explanation and the results obtained are discussed below.
H0 1: On the basis of post test score the t-value was 4.21 > 2.042 (table value)
at 0.05 level of significance. On the basis of this evidence the null hypothesis was
rejected and t-value showed that there was a significant difference between the mean
scores of experimental and control groups. Thus the mean score (36.05) of
experimental group was significantly greater than the mean score (27.25) of control
group. The results of the study support the findings of the studies explored by Brost
(2010); Horvath (2010) and Rizve (2012) that peer tutoring had significant effect on
the student‟s learning.
H0 2: The mean score (39.03) of tutors of experimental group was greater than
mean score (32) of high achievers of control group on post test. On the basis of t-
116
value 2.77 > 2.101 (table value) the difference was significant at level of significance
of 0.05, which leads to the rejection of null hypothesis. The results of the study
support the findings of the study explored by Comfort and Mcmahon (2014) that peer
tutoring had a significant effect on the learning of tutors.
H0 3: The mean score (32.80) of tutees of experimental group was greater than
mean score (22.5) of low achievers of control group on post test. On the basis of t-
value 5 > 2.101 (table value) at 0.05 the difference was significant, which leads to the
rejection of null hypothesis. The findings are in the line with findings of the studies
reported by Haider and Yasmin (2015), Comfort and Mcmahon (2014), Rizve (2012)
that scaffolding in the form of peer tutoring in the zone of proximal development is
very effective.
H0 4: When all the four groups were compared on post test through ANOVA
the calculated F value 17.10 > 2.88 at 0.05 level of significance which showed that
the mean scores of all four groups were significantly different from each other. On the
basis of this evidence null hypothesis that “There is no significant difference among
the mean posttest scores of four groups on the academic achievement” was rejected.
The differences in the mean scores were attributed to the peer tutoring. The same
findings were also reported by Ezenwosu and Nworgu (2013).
H0 5: The mean (20.6) of experimental group was higher than the score of
control group (15.5) on post test. On the basis of t-value 3.83 ˃ 2.04 (table value) at
0.05 level of significance the difference was significant. So on the basis of this
evidence the null hypothesis was rejected and it was interpreted that treatment had a
significant effect on the academic achievement with respect to knowledge level of
cognitive domain of the students of the experimental group. The findings are in the
line with findings of the study reported by Mehra and Mondal (2005).
117
H0 6: The mean (9) of experimental group was higher than the mean of control
group (7.65) on post test. On the basis of t-value 2.87 ˃ 2.04 (table value) at 0.05
level of significance, the difference was significant. So on the basis of this evidence
the null hypothesis was rejected and it was interpreted that treatment had a significant
effect on the academic achievement with respect to comprehension level of cognitive
domain of the students of the experimental group. The findings are in the line with
findings of the studies reported by Mehra and Mondal (2005).
H0 7: The mean score (6.65) of experimental group was higher than the mean
score of control group (4.2) on post test. On the basis of t-value 2.58 ˃ 2.04 (table
value) at 0.05 level of significance, the difference was significant. So on the basis of
this evidence the null hypothesis was rejected and it was interpreted that peer tutoring
had a significant effect on the academic achievement with respect to application level
of cognitive domain of the students of the experimental group.
H0 8: The mean score (22.3) of experimental group was higher than the mean
score of control group (18.1) on post test. On the basis of t-value 2.56 > 2.101 (table
value) at 0.05 level of significance the difference was significant. So on the basis of
this evidence the null hypothesis was rejected and it was interpreted that peer tutoring
had a significant effect on the academic achievement with respect to knowledge level
of cognitive domain of the tutors of the experimental group. The findings are in the
line with findings of the studies reported by Mehra and Mondal (2005).
H0 9: The mean score (8.8) of experimental group was higher than the mean
score of control group (8.3) on post test. On the basis of t-value 0.75 < 2.101 (table
value) the difference was not significant at level of significance of 0.05. This evidence
supported the null hypothesis and on the basis of this evidence it was interpreted that
peer tutoring had not a significant effect on the academic achievement with respect to
118
comprehension level of cognitive domain of the tutors of the experimental group. The
findings are in the line with findings of the studies reported by Mehra and Mondal
(2005).
H0 10: The mean score (8.2) of experimental group was higher than the mean
score of control group (5.6) on post test. On the basis of t-value 2.42 > 2.101 (table
value) the difference was significant at level of significance of 0.05. So on the basis of
this evidence the null hypothesis was rejected and it was interpreted that peer tutoring
had a significant effect on the academic achievement with respect to application level
of cognitive domain of the tutors of the experimental group.
H0 11: The mean score (18.9) of experimental group was higher than the mean
score of control group (12.9) on post test. On the basis of t-value 3.65 > 2.101 (table
value), the difference was significant at level of significance of 0.05 which leads to
the rejection of null hypothesis and it was interpreted that peer tutoring had a
significant effect on the academic achievement with respect to knowledge level of
cognitive domain of the tutees of the experimental group. The findings are in the line
with findings of the studies reported by Mehra and Mondal (2005).
H0 12: The mean score (9.2) of experimental group was higher than the mean
score of control group (07) on post test. On the basis of t-value 3.5 > 2.101 (table
value), the difference was significant at level of significance of 0.05, which leads to
the rejection of null hypothesis and it was interpreted that peer tutoring had a
significant effect on the academic achievement with respect to comprehension level of
cognitive domain of the tutees of the experimental group. The findings are in the line
with findings of the studies reported by Mehra and Mondal (2005).
H0 13: The mean score (4.7) of experimental group was higher than the mean
score of control group (2.8) on post test. On the basis of t-value 2.06 < 2.101 (table
119
value), the difference was not significant. This evidence supported the null hypothesis
and on the basis of this evidence it was interpreted that peer tutoring had not a
significant effect on the academic achievement with respect to application level of
cognitive domain of the tutees of the experimental group.
In order to find the answer of research question that “How much the peer
tutoring contributes into the motivation of students towards learning in biology at
secondary level?” the researcher collected data on the motivation of the students
through participant observation and then analyzed through coding and theme
development. The conclusion of the findings was; both tutors and tutees made
necessary preparation for the tutoring session which shows their efforts which is one
of the components of motivation as narrated by Muho and kurani (2013). The intrinsic
motivation was evident by their curiosity, classroom behaviour and by repeatedly
asking questions. The request of both tutors and tutees for the continuation of the peer
tutoring activity was the evidence of their high motivation towards learning. These
findings were also confirmed by Clarkson and Luca (2002), where peer tutoring
motivated the students for learning. Similarly, the results of Austin (2008) also
revealed that peer tutoring contributes positively in the motivation of study
respondents. Furthermore, the findings of Arrand (2014) and Razak and See (2010),
also showed significant effects of peer tutoring on the motivation of students.
120
Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 SUMMARY
The study has investigated the effects of peer tutoring on the academic
achievements of the students in the subject of biology at secondary level. The
objectives of the study were: (1) To find out the effect of peer tutoring on the
academic achievements of students in the subject of biology; (2) To investigate the
effect of peer tutoring on the academic achievement of tutors and tutees of
experimental group; (3) To examine the effects of peer tutoring with respect to
knowledge, comprehension and application levels of cognitive domain of Bloom
Taxonomy; (4) To explore the effect of peer tutoring on the motivation of the students
towards learning. Thirteen null hypotheses and one research question were formulated
to run the study. These hypotheses were (1) There is no significant difference between
the mean scores of experimental and control group; (2) There is no significant
difference between the mean scores of high achievers (tutors) of experimental and
high achievers of control groups; (3) There is no significant difference between the
mean scores of tutees (low achievers) of experimental and low achievers of control
groups; (4) There is no significant difference among the mean posttest‟s scores of four
groups on the academic achievement; (5) There is no significant difference between
the mean scores of experimental and control groups with respect to knowledge level
of cognitive domain; (6) There is no significant difference between the mean scores of
experimental and control groups with respect to comprehension level of cognitive
domain; (7) There is no significant difference between the mean scores of
experimental and control groups with respect to application level of cognitive domain;
(8) There is no significant difference between the mean scores of tutors (high
121
achievers) of experimental and high achievers of control groups with respect to
knowledge level of cognitive domain; (9) There is no significant difference between
the mean scores of tutors (high achievers) of experimental and high achievers of
control groups with respect to comprehension level of cognitive domain; (10) There is
no significant difference between the mean scores of tutors (high achievers) of
experimental and high achievers of control groups with respect to application level of
cognitive domain; (11) There is no significant difference between the mean scores of
tutees (low achievers) of experimental and low achievers of control groups with
respect to knowledge level of cognitive domain; (12) There is no significant
difference between the mean scores of tutees (low achievers) of experimental and low
achievers of control groups with respect to comprehension level of cognitive domain;
(13) There is no significant difference between the mean scores of tutees (low
achievers) of experimental and low achievers of control groups with respect to
application level of cognitive domain and the research question was how much the
peer tutoring contributes into the motivation of students towards learning in biology at
secondary level?
The 40 students of class 10th
of the secondary school ANSI school Mardan,
were selected as a sample of the study. The sample students were studying biology as
an elective subject. The sample students were divided into two similar groups through
pair random sampling technique on the base of pretest‟s scores. Both groups were
consisted of high achievers (above the Median) and low achievers (below the Median)
students. In experimental group the high achievers were considered as tutors and low
achievers were considered as tutees.
The peer tutors were given a comprehensive training for conducting the
treatment sessions before starting the treatment. One teacher was selected as an
122
instructor for both tutor preparation and teaching control group while the researcher
was monitoring and observing the tutoring sessions of the experimental group.
Control group was taught through conventional lecture demonstration method and the
experimental group was taught through peer tutoring. Lesson plans were prepared for
each tutoring session and were discussed with the tutors in preparation sessions. The
experiment was continued for seven weeks. During each session the researcher
observed and noted behaviour of the students. After completion of experiment post
test was administered to both experimental and control group.
The data obtained from pretest and posttest were analyzed through, standard
errors, independent sample t-test and ANOVA. The p value for testing the hypotheses
of the study was 0.05. Furthermore, the data obtained from participants observation,
were analyzed by using transcribing coding recoding and theme development.
5.2 CONCLUSIONS
On the basis of statistical analysis of data the following conclusions were
drawn:
1. On the basis of pretest scores, both experimental and control group were found
equivalent as there was no significant difference in their achievement scores.
2. Tutors of experimental group and high achievers of control group were found
equivalent as there was no significant difference in their performance in the
pretest.
3. Similarly, tutees of experimental group and low achievers of control group
were also found equivalent on the pretest scores.
4. The participants of the experimental group performed better than the students
of control group on the post test which proved that peer tutoring in biology
123
was more effective than traditional lecture demonstration method at secondary
level.
5. The participants of the experimental group performed better than the students
of control group on the post test with respect to knowledge, comprehension
and application levels of cognitive domain which proved that peer tutoring in
biology was more effective in the first three levels of cognitive domain of
Bloom taxonomy than traditional lecture demonstration method at secondary
level.
6. Tutors of experimental group performed significantly better than the high
achievers of control group on the post test which proved that peer tutoring had
also a significant effect on the academic achievement of tutors.
7. Tutors of experimental group performed significantly better with respect to
knowledge level which means that peer tutoring had a significant effect on the
academic achievement with respect to knowledge level of cognitive domain of
the students of the experimental group.
8. No significant diffrence was found between tutors (high achievers) of
experimental and high achievers of control group in comprehension level. So
it was interpreted that peer tutoring had not a significant effect on the
academic achievement with respect to comprehension level of cognitive
domain of the tutors of the experimental group.
9. Tutors of experimental group performed significantly better with respect to
application level which means that peer tutoring had a significant effect on the
academic achievement with respect to application level of cognitive domain of
the tutors of the experimental group.
124
10. Tutees of experimental group performed significantly better in academic
achievement than the low achievers of control group on post test which proved
that peer tutoring was best teaching method as compared to traditional lecture
demonstration method.
11. Tutees of experimental group performed significantly better in academic
achievement with respect to knowledge and comprehension levels of cognitive
domain than the low achievers of control group on post test which proved that
peer tutoring was best teaching method as compared to traditional lecture
demonstration method in developing the knowledge and comprehension levels
of the students.
12. No significant diffrence was found between tutees (low achievers) of
experimental and low achievers of control group. So it was interpreted that
peer tutoring had not a significant effect on the academic achievement of the
tutees with respect to application level of cognitive domain. which means that
peer tutoring had not contributed in developing the academic achievement of
the tutees of the experimental group with respect to application level of
cognitive domain of Bloom taxonomy.
13. The computed value of F showed that there was significant difference among
the groups on post testing which showed that due to peer tutoring the
performance of both tutors and tutees was found different from the
performance of participants of the control group.
14. On the basis of data drawn from participant observation it was concluded that
peer tutoring had developed strong motivation towards learning both in tutors
and tutees of the experimental group.
125
5.3 RECOMMENDATIONS
On the basis of the findings of the study and conclusions, the following
recommendations were made:
1. Since the peer tutoring was found to be more effective as compared to
traditional teaching. Therefore, the peer tutoring be incorporated in other
teaching strategies for the subject of biology.
2. Peer tutoring needs highly structured supervised environment and may be
conducted in controlled conditions. Therefore, it is recommended that in
teacher education the prospective teachers may be prepared in the principles,
procedures and rules of peer tutoring. Due consideration may be take to
tutoring strategies in all teacher education practices in the country.
3. It was observed that some tutors could not satisfy their partner tutee due to the
lack of relevant skills as was highlighted by Clarkson and Luca (2002).
Therefore, it is recommended that a comprehensive training workshop may be
given to tutors, which may further contribute into their competence in peer
tutoring.
4. Peer tutoring was conducted as an instructional strategy by the researcher and
was found productive but it may be more fruitful and productive if peer
tutoring should be used as technique, which can supplement other method of
teaching.
5. In order to enhance the academic achievement of students, the low achievers
may be permanently allotted to intelligent students for guidance and tutoring
in low performing subjects and tutors should be made responsible for the
tutees learning. Furthermore the tutors may be rewarded on the performances
of their tutees.
126
6. Since the peer tutoring was not found effective in the improvement of tutors in
academic achievement at comprehension level of cognitive domain. Therefore
it is recommended for researchers to focus on this area and should take some
innovative measures for the development of comprehension level of the tutors.
7. Since the peer tutoring was also not found effective in the improvement in
academic achievement of tutees at application level of cognitive domain.
Therefore new techniques like group activities and practical involvement
should be encouraged in the future studies for developing the application
abilities of the tutees.
8. This research was delimited to examine the effects of peer tutoring on the
academic achievement in the subject of biology and motivation towards
learning. Other studies may be conducted to explore the effects of peer
tutoring on the social and emotional intelligence and confidence development
of the students.
9. This study was carried out on only male students. Hence, prospective
researchers are suggested that they may conduct study on male and female
students at some different academic levels that the study under investigation
explored in depth.
127
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135
PRETEST FOR CLASS 10th
NAME ______________________________Father’s Name _________________________Roll Number _________________
Subject______________________________ Group _______________________________ Date ________________________
Total Marks: 50 Time Allowed:
1 Hour
(SECTION-A 25 Marks)
Q 1: Tick the correct answer:
i Axial skeleton consists of:
a. Head, vertebral
column, rib cage
b. Legs and arms c. Head, legs and
arms
ii Joints of vertebral column are example of:
a. Freely moveable
joints
b. Immovable joints c. Slightly movable
joints
iii Scapula, supra scapula, and clavicle are the bones of:
a. Pectoral girdle b. Pelvic girdle c. Hind limb
iv The purpose of rib cage is to:
a. Protect the
stomach
b. Protect the spinal
cord
c. Protect the heart
and lungs
v The palm of the hand is made from:
a. Carpals b. Metacarpals c. Phalanges
vi The un stripped muscles, found in the digestive, respiratory, circulatory and
urinary tract are called:
a. Skeletal muscles b. Smooth muscles c. Cardiac muscles
vii The type of cell that synthesizes the extracellular matrix and collagen for
animal tissues and play role in wound healing.
Appendix-A
136
a. Fibroblast b. Cholanchayma c. Haematoma
viii Double fertilization in plants is the union of :
a. Two sperm and two
eggs
b. Two sperm and one egg d. One sperm each to an
egg and endosperm
ix The number of seeds in a fruit will give an indication of the number of;
a. Carpals b. Stamens c. Ovules
x The ability of a cell to divide into several cells during reproduction in
plasmodium is called;
a. Reduction
division
b. Binary fission c. Multiple fission
xi Which of the following is not an artificial method of vegetative reproduction?
a. Layering b. Grafting c. Budding
xii A technique of a sexual reproduction in which genetically identical individuals
are produced from a single parent, using vegetative cell of the parent under
proper conditions is called;
a. Budding b. Apomixes c. Cloning
xiii Seeds absorb water through a small pore at the time of germination is called;
a. Microphyle b. Radicle c. Hilum
xiv The process of release of an egg from the ovary is called;
a. Ovulation b. Reproduction c. Fertilization
xv In Rhizopus. tubular thread-like structures bearing sporangia at their tips are
called;
a. Filaments b. Sporangiophores c. Rhizoids
Q 2: Tick (√) against the correct statement and cross (×) against the wrong
statement:
i The largest bone in human body is called femur.
ii The vertebral column consists of 31 vertebrae.
137
iii Ball and socket joints allow the movement of the organs in two directions.
iv Arthritis is the disorder of the joints in which the organs get inflamed.
v Some fruits are formed without fertilization. such fruits are seedless and are
called parthenocarpic fruits
vi In epigeal germination cotyledons remain in the seed below the ground.
vii Budding is a type of asexual reproduction which is only present in plants.
viii Asexual reproduction is that type of reproduction in which the offspring are
produced only involving a single parent.
ix Transfer of pollen grains from anther of the stamen to the stigma of the
carpal is called fertilization.
x Frogs and fishes are examples of animals that reproduce through internal
fertilization.
(SECTION-B 25 Marks)
Q.3 Define the following terms in short words; (15)
i. what is biceps and triceps give example from your body?
Ans:_________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
ii. What is the function of skull and ribs in human?
Ans_________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
138
_____________________________________________________________________
iii. Differentiate sexual and asexual reproduction?
Ans:_________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
iv. Describe the concept of alternation of generation in plants in your own words?
Ans_________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
v. Describe in not more than four lines the concept of gametogenesis?
Ans _________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Q.4 Define joints and describe its types and give example from your body? (5)
Ans:_________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
139
Q.5 Label any one of the given diagram. (5)
Male Reproductive
System of Rabbit
Pectoral Griddle and
Forelimb of Human
140
POSTTEST FOR CLASS 10th
NAME ____________________________Father’s Name ______________________Roll Number ________________
Subject___________ _____________ Group ______________________________ Date ________________________
Total Marks: 50 Time Allowed: 1 Hour
(SECTION-A 25 Marks)
Q 1: Tick the correct answer:
i The science of fermentation is known as
a. Zymology b. Zoology c. Pharmacology
ii Gregor Mendel, was the founder of;
a. Genetic
Engineering b. Evolution c. Genetics
iii Alcohol, Yogurt, bread and cheese are the products of ;
a. Fermentation
b. Genetic
Engineering c. Zymology
iv Riplican is a suitable vehicle are called vector, is found in the cytoplasm of
a. Amoeba b. Escherichia coli c. Paramecium
v The sum of all Earth‟s ecosystem is called;
a. Stratosphere b. Biosphere c. Lithosphere
vi The lowest level of ecological organization;
a. Species b. Population c. Community
vii The amount of energy passing from one trophic level to the next trophic level is;
a. 20% b. 10% c. 15%
vii
i
Relationship in which both the partners are benefited and none of them is harmed is
called;
a. Commensalism b. Parasitism c. Mutualism
ix The organisms which can produce their own food are;
Appendix-B
141
a. Plants b. Animals c. Microbes
x The sun energy is trapped by the plants during the process of:
a. Photosynthesis b. Respiration
c. Metabolism
xi Various forms of genes at a given locus are called;
a. Alleles b. Autosomes c. Chiasmata
xii The basic unit of DNA is called
a. Histone b. Nucleosomes c. Nucleotides
xii
i Transcription is the first step of protein synthesis which occur in
a. Nucleus b. Cytoplasm c. Ribosome
xiv Human blood group is the most common example of ;
a. Co-dominance
b. Incomplete
dominance
c. Complete
dominance
xv Amino acid is brought to the ribosome to form the Polly peptide chain by the;
a. tRNA b. mRNA c. rRNA
Q 2: Tick (√) against the correct statement and cross (×) against the wrong statement:
i An organism‟s complete set of DNA is called genome.
ii During fermentation carbohydrates are converted into carbon dioxide and
lactic acid.
iii Fermenter is used for the production of fermentation products.
iv Humans have no impact on the environment.
v Gravity has no effect on the living organisms of the ecosystem.
vi Herbicides are used to kill weeds and herbs.
vii The increase in predation will increase the production of prey.
142
viii The total number of chromosomes in each cell of human is 48.
ix Plants use free nitrogen of the atmosphere.
x Evolution occur due to genetically and environmental changes.
(SECTION-B 25 Marks)
Q.3 Define the following terms in short words; (15)
i. Define dominant and recessive characters?
ANS:________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
ii. Write the practical application of fermentation in your daily life?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
iii. Define Ecosystem?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
iv. Write just three causes of Greenhouse effect from your daily life?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
143
v. What is chromosome?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Q.4 Describe the biotic components of eco-system. Give example from your surrounding? (5)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
144
Q.5 Define Mendel‟s law of segregation and fill the Punnet‟s squre. (5)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Female
and Male Ganetes
T T
T
t
Punnet‟s Squre
PHENOTYPE RATIO:
GENOTYPE RATIO:
145
MODEL LESSON PLAN FOR EXPERIMENTAL GROUP
INTERACTIONS IN THE ECOSYSTEM
OBJECTIVES OF THE LESSON
1. To enable the tutor and tutee to understand the nature of interdependency in
the ecosystem
2. To enable the tutor and tutee to understand effects of interdependency in
the ecosystem.
INTRODUCTION
In this lesson students will try to understand the concept of interdependency in the
ecosystem and their effects on the distribution of organisms at knowledge, comprehension
and application level through peer tutoring. The materials, contents, are provided and the
situation is controlled under keen observation, and guidance.
PROCEDURE
The tutor will study the lesson one day earlier and will discuss problems with the
teacher if any. During session of class the tutee will sit with respective tutor. The audio visual
aids will be arranged by the tutor with the help of teacher and researcher. The lesson will be
proceeding by explaining and discussing the contents by tutor and clarifying the questions
made by tutee and teacher will continuously visit each pair and interrupt in case of wrong
proceeding and will try to bring the tutoring on right direction. The experimenter will
encourage both the partners to participate positively through discussion and questioning.
PRESENTATION
Time 40 minutes
Grade 10th
Sub; Biology Ch#16
MAN AND HIS
ENVIRONMENT
Appendix-C
A.V Aides: Models and charts showing competition
and predation among the organisms.
Tutee
Testing background knowledge (5 minutes)
Q. Do you know that some animals depend on other
animals for their food? Can you show me some example?
Tutor
Encouraging the
tutees to respond
146
Interactions in the Ecosystem
In this world everything including
living and nonliving things depends
and interacts on each other for their
existence. Most of the interactions in
the ecosystem are occur for the need
of food energy. These interactions
may be useful or harmful for one or
both of the interacting organisms.
These interdependences are given
specific names in the study of
ecosystem. These are discussed below
a. Competition
Organisms belong to one species or other species compete
with each other for food, water, and space. As a result
stronger organisms compete and have greater chances for
survival. Competition affects the community structure.
Competition is of two types.
a. Intra-specific competition: this competition
occurs among the members of the same
species.
b. Inter- specific competition: This completion
occurs among the members of different
species.
b. Predation
It is the interaction of two species, the predator and the
prey. The predator is an animal, which captures readily
kills and feeds on the individuals of another species. This
relationship is called predator-prey relationship.
Predation has important effect on the distribution and
abundance of organisms.
Predation is useful and necessary because it keeps a
balance in the ecosystem and regulates population
density.
A pray in an area without its predator some time become
a threat for disturbance in the ecosystem.
Discussion and collecting
responses from the tutee
Discussion and collecting responses from the tutee
Discussion and collecting
responses from the tutee
Tutor Tutee
25 minutes
Tutor
Tutor
147
c. Parasitism
A parasite is an organism which lives inside or outside of
another living organism and gets its food from its tissue and
cause harm to it. The organism on or in which the lives is called
host. The relation between the parasite and its host is called
parasitism. Parasitism is one sided relationship or positive-
negative relationship, because the parasite always gets benefit
from the host. The diseases in living organisms caused by
parasites are called infestations.
Discussion
d. Symbiosis
Symbiosis means living together. It is defined as a close
interaction between organisms of different species for
extended period of time. In symbiotic relationship one
organisms always get benefit while the other may or may not
be benefited but not harmed. Symbiosis is of two types.
A. Mutualism: In this type of relationship both the
partners are benefited and none of them is
harmed. For example the leguminous plants (pea)
posses small swelling in their roots called nodules.
These nodules contain nitrogen fixing bacteria.
These bacteria get food from these plants and in
return they convert the atmospheric nitrogen into
nitrates which the plants absorb easily.
B. Commensalism: In commensalism only one
partner is benefited and the other is neither
benefited nor harmed. For example some fishes
live in sponges and hydra and get protection but
as a result sponges and hydra neither gets benefits
nor harms.
Discussion and evoking
responses from the tutee
Revision and discussion with the tutee and answering of the questions of the tutee if any and
tutor should ensure that all the above contents are learned by the tutee.
(10 MINUTES)
Home work
Describe the following terms and give example
from your daily life?
Competition, Predation, Parasitism and Symbiosis
Tutor
Tutor
148
MODEL LESSON PLAN FOR CONTROL GROUP
Name of Teacher Qadir Khan
Class 10th
Subject Biology
Topic Interactions in the
Ecosystem
Time 40 Minutes
Contents Explanation Responses
General
Objectives
To enable the students to understand various types of
relationships of living things and their effects on the
ecosystem.
Specific
Objectives
1. To enable the tutor and tutee to understand the
nature of interdependency in the ecosystem at
knowledge and comprehension levels.
2. To enable the tutor and tutee to understand effects
of interdependency in the ecosystem.
A.V Aids White board, markers, and charts
Teaching
Method
This topic will be taught through lecture method and help
will be taken from pictures in the books
Previous
knowledge
test
The following questions will be asked from the students;
1. Do you know parasite?
2. Do you know some worms live in our digestive
system?
The organism
which get food
from other
organisms.
Yes
Presentation
and
explanation
Then the teacher will start the presentation and explaining
the concepts and will give examples from the daily life and
students will note the lecture and may ask questions in case
of no understanding.
INTERACTIONS IN THE ECOSYSTEM
In this world everything including living and nonliving
things depends and interacts on each other for their
existence. Most of the interactions in the ecosystem are
occur for the need of food energy. These interactions may
be useful or harmful for one or both of the interacting
organisms. These interdependences are given specific
names in the study of ecosystem. These interdependences
are;
1. COMPETITIONS
Organisms belong to one species or other species compete
with each other for food, water, and space. As a result
stronger organisms compete and have greater chances for
survival. Competition affects the community structure.
Competition is of two types.
Appendix-D
149
a. Intra-specific competition: this competition
occurs among the members of the same species.
b. Inter- specific competition: This completion
occurs among the members of different species.
2. PREDATION
It is the interaction of two species, the predator and the
prey. The predator is an animal, which captures readily
kills and feeds on the individuals of another species. This
relationship is called predator-prey relationship.
Predation has important effect on the distribution and
abundance of organisms.
Predation is useful and necessary because it keeps a
balance in the ecosystem and regulates population density.
A pray in an area without its predator some time become a
threat for disturbance in the ecosystem.
3. PARASITISM
A parasite is an organism which lives inside or outside of
another living organism and gets its food from its tissue
and cause harm to it. The organism on or in which the lives
is called host. The relation between the parasite and its host
is called parasitism. Parasitism is one sided relationship or
positive- negative relationship, because the parasite always
gets benefit from the host. The diseases in living organisms
caused by parasites are called infestations.
Symbiosis means living together. It is defined as a close
interaction between organisms of different species for
extended period of time. In symbiotic relationship one
organisms always get benefit while the other may or may
not be benefited but not harmed. Symbiosis is of two types.
A. Mutualism: In this type of relationship both the
partners are benefited and none of them is harmed.
For example the leguminous plants (pea) posses
small swelling in their roots called nodules. These
nodules contain nitrogen fixing bacteria. These
bacteria get food from these plants and in return
they convert the atmospheric nitrogen into nitrates
which the plants absorb easily.
B. Commensalism: In commensalism only one
partner is benefited and the other is neither
benefited nor harmed. For example some fishes
live in sponges and hydra and get protection but as
a result sponges and hydra neither gets benefits nor
harms.
Summary
and
evaluation
The teacher will revise the important topics and will ask
questions:
1. Who will define parasitism, competition and
predations?
Students may
raise the hands
for answer and
teacher will
point the
students one
by one for
response. Home work Search out the examples of the following relationships
from your daily life?
150
PRETEST AND POSTTEST SCORE OF THE
EXPERIMENTAL AND CONTROL GROUP
EXPERIMENTAL GROUP CONTROL GROUP
Sr
#
Name of the Student
Scores (50) Sr# Name of the Student
Scores (50)
Pretes
t
Posttes
t
Pretes
t
Postte
st
1 Murad 39
39 1 Yasir Hussain 38
37
2 Atif Azam 37
44 2 Shoaib Akhtar 36
37
3 Ihsanullah 36
44 3 Husnain 36
33
4 Muhammad Roman 35
36 4 Abdul Haseeb 35
32
5 Seemab Ihsan 34 44 5 Asim Murtaza 33 40
6 Syed Saad ali sha 31 44 6 Waqas khan 30 36
7 Muhammad Jawad 30 40 7 Muhammad Sohail 29 30
8 Hassan Sardar 28 37 8 Imtiaz Ahmad 27 33
9 Muhammad Talha 27
37 9 Numan Khan 26
23
10 Muhammad Hamza
Shahid 26 28 10
Syed Jamal-ud-din 26
19
11 Abbas Iqbal 26 38 11 Saud Ahmad 26 28
12 Uzair Khan 25 28 12 Muhammad Hussain 25 27
13 Usman Ghani 25
34 13 Ajmal Afridi 25
11
14 Mussavver 21
36 14 Zulkifal 20
24
15 Ismail 20
33 15 Abdullah 20
30
16 Huzaifa Said 20
27 16 Muhammad Uzair 19
22
17 Abdullah 19
34 17 Mansoor 19
19
18 Abdul Samad 19
35 18 Shehzad Ahmad 18
20
19 M.Abdul Rafeh 18
31 19 Tehseen Khan 14 25
20 Shah Sawar 14 32 20 Nabeel Zahid 14 19
Mean score of the
experimental group 26.5
36.05 Mean score of the control
group 25.8
27.25
Appendix- E
151
LIST OF THE OVERALL EXPERIMENTAL AND CONTROL GROUPS
PRETEST SCORE
EXPERIMENTAL GROUP CONTROL GROUP
Sr
#
Name of the Student
Score
(50)
Sr# Name of the Student
Score
(50)
1 Murad 39 1 Yasir Hussain 38
2 Atif Azam 37 2 Shoaib Akhtar 36
3 Ihsanullah 36 3 Husnain 36
4 Muhammad Roman 35 4 Abdul Haseeb 35
5 Seemab Ihsan 34 5 Asim Murtaza 33
6 Syed Saad ali sha 31 6 Waqas khan 30
7 Muhammad Jawad 30 7 Muhammad Sohail 29
8 Hassan Sardar 28 8 Imtiaz Ahmad 27
9 Muhammad Talha 27 9 Numan Khan 26
10 Muhammad Hamza
Shahid 26 10 Syed Jamal-ud-din
26
11 Abbas Iqbal 26 11 Saud Ahmad 26
12 Uzair Khan 25 12 Muhammad Hussain 25
13 Usman Ghani 25 13 Ajmal Afridi 25
14 Mussavver 21 14 Zulkifal 20
15 Ismail 20 15 Abdullah 20
16 Huzaifa Said 20 16 Muhammad Uzair 19
17 Abdullah 19 17 Mansoor 19
18 Abdul Samad 19 18 Shehzad Ahmad 18
19 M.Abdul Rafeh 18 19 Tehseen Khan 14
20 Shah Sawar 14 20 Nabeel Zahid 14
Mean score of the
experimental group 26.5 Mean score of the control group 25.8
Appendix- F
152
POSTTEST SCORE OF BOTH EXPERIMENTAL AND CONTROL GROUPS
EXPERIMENTAL GROUP CONTROL GROUP
Sr
#
Name of the Student
Score
(50)
Sr# Name of the Student
Score
(50)
1 Murad 39 1 Yasir Hussain 37
2 Atif Azam 44 2 Shoaib Akhtar 37
3 Ihsanullah 44 3 Husnain 33
4 Muhammad Roman 36 4 Abdul Haseeb 32
5 Seemab Ihsan 44 5 Asim Murtaza 40
6 Syed Saad ali sha 44 6 Waqas khan 36
7 Muhammad Jawad 40 7 Muhammad Sohail 30
8 Hassan Sardar 37 8 Imtiaz Ahmad 33
9 Muhammad Talha 37 9 Numan Khan 23
10 Muhammad Hamza
Shahid 28 10
Syed Jamal-ud-din 19
11 Abbas Iqbal 38 11 Saud Ahmad 28
12 Uzair Khan 28 12 Muhammad Hussain 27
13 Usman Ghani 34 13 Ajmal Afridi 11
14 Mussavver 36 14 Zulkifal 24
15 Ismail 33 15 Abdullah 30
16 Huzaifa Said 27 16 Muhammad Uzair 22
17 Abdullah 34 17 Mansoor 19
18 Abdul Samad 35 18 Shehzad Ahmad 20
19 M.Abdul Rafeh 31 19 Tehseen Khan 25
20 Shah Sawar 32 20 Nabeel Zahid 19
Mean score of the
experimental group 36.05 Mean score of the control group 27.25
Appendix-G
153
PRETEST SCORE OF HIGH ACHIEVERS OF BOTH EXPERIMENTAL AND
CONTROL GROUP
EXPERIMENTAL GROUP
(Tutors) CONTROL GROUP
Sr
#
Name of the Student
Score Sr# Name of the Student
Score
1 Murad 39 1 Yasir Hussain 38
2 Atif Azam 37 2 Shoaib Akhtar 36
3 Ihsanullah 36 3 Husnain 36
4 Muhammad Roman 35 4 Abdul Haseeb 35
5 Seemab Ihsan 34 5 Asim Murtaza 33
6 Syed Saad ali sha 31 6 Waqas khan 30
7 Muhammad Jawad 30 7 Muhammad Sohail 29
8 Hassan Sardar 28 8 Imtiaz Ahmad 27
9 Muhammad Talha 27 9 Numan Khan 26
10
Muhammad Hamza
Shahid
26 10
Syed Jamal-ud-din
26
Mean value for Experimental
group
32.3
Mean value for Control group
31.6
Appendix- H
154
PRETEST SCORE OF LOW ACHIEVER OF
BOTH EXPERIMENTAL AND CONTROL GROUP
EXPERIMENTAL GROUP
(Tutee) CONTROL GROUP
1 Abbas Iqbal 26 1 Saud Ahmad 26
2 Uzair Khan 25 2 Muhammad Hussain 25
3 Usman Ghani 25 3 Ajmal Afridi 25
4 Mussavver 21 4 Zulkifal 20
5 Ismail 20 5 Abdullah 20
6 Huzaifa Said 20 6 Muhammad Uzair 19
7 Abdullah 19 7 Mansoor 19
8 Abdul Samad 19 8 Shehzad Ahmad 18
9 M.Abdul Rafeh 18 9 Tehseen Khan 14
10 Shah Sawar 14 10 Nabeel Zahid 14
Mean value for
Experimental Group 20.7 Mean value for Control Group 20
Appendix- I
155
POSTTEST SCORE OF HIGH ACHIEVERS OF BOTH EXPERIMENTAL AND
CONTROL GROUP
EXPERIMENTAL GROUP
(Tutors) CONTROL GROUP
Sr
#
Name of the Student
Score
(50)
Sr# Name of the Student
Score
(50)
1 Murad 39 1 Yasir Hussain 37
2 Atif Azam 44 2 Shoaib Akhtar 37
3 Ihsanullah 44 3 Husnain 33
4 Muhammad Roman 36 4 Abdul Haseeb 32
5 Seemab Ihsan 44 5 Asim Murtaza 40
6 Syed Saad ali sha 44 6 Waqas khan 36
7 Muhammad Jawad 40 7 Muhammad Sohail 30
8 Hassan Sardar 37 8 Imtiaz Ahmad 33
9 Muhammad Talha 37 9 Numan Khan 23
10
Muhammad Hamza
Shahid
28 10
Syed Jamal-ud-din
19
Mean value for Experimental
group
39.3
Mean value for Control group
32
Appendix- J
156
POSTTEST SCORE OF LOW ACHIEVERS OF BOTH
EXPERIMENTAL AND CONTROL GROUP
EXPERIMENTAL GROUP
(Tutee) CONTROL GROUP
Sr
#
Name of the Student
Score
(50)
Sr# Name of the Student
Score
(50)
1 Abbas Iqbal 38 1 Saud Ahmad 28
2 Uzair Khan 28 2 Muhammad Hussain 27
3 Usman Ghani 34 3 Ajmal Afridi 11
4 Mussavver 36 4 Zulkifal 24
5 Ismail 33 5 Abdullah 30
6 Huzaifa Said 27 6 Muhammad Uzair 22
7 Abdullah 34 7 Mansoor 19
8 Abdul Samad 35 8 Shehzad Ahmad 20
9 M.Abdul Rafeh 31 9 Tehseen Khan 25
10 Shah Sawar 32 10 Nabeel Zahid 19
Mean value for
Experimental Group 32.8 Mean value for Control Group 22.5
Appendix- K
157
LIST OF THE 10 PAIRS OF THE PEER TUTORS AND TUTEES
(Pretest Score)
TUTORS TUTEES
Sr
#
Name of the Student
Score
(50)
Sn# Name of the Students Score
(50)
1 Murad Tariq 39 1 Abbas Iqbal 26
2 Atif Azam 37 2 M.Abdul Rafeh 18
3 Ihsanullah 36 3 Shah Sawar 14
4 Muhammad Roman 35 4 Ismail Khan 20
5 Seemab Ihsan 34 5 Abdul Samad 19
6 Syed Saad ali sha 31 6 Abdullah Khan 19
7 Muhammad Jawad 30 7 Huzaifa Said 20
8 Hassan Sardar 28 8 Mussavver 21
9 Muhammad Talha 27 9 Uzair 25
10
Muhammad Hamza
Shahid
26 10 Usman Ghani 25
Mean value for Experimental
group
32.3
Mean value for Experimental
Group
20.7
Appendix- L
158
LIST OF THE 10 PAIRS OF THE PEER TUTORS AND TUTEES
POSTTEST SCORE
TUTORS TUTEES
Sr
#
Name of the Student
Score
(50)
Sn# Name of the Students Score
(50)
1 Murad Tariq 39 1 Abbas Iqbal 38
2 Atif Azam 44 2 M.Abdul Rafeh 31
3 Ihsanullah 44 3 Shah Sawar 32
4 Muhammad Roman 36 4 Ismail Khan 33
5 Seemab Ihsan 44 5 Abdul Samad 35
6 Syed Saad ali sha 44 6 Abdullah Khan 34
7 Muhammad Jawad 40 7 Huzaifa Said 27
8 Hassan Sardar 37 8 Mussavver 36
9 Muhammad Talha 37 9 Uzair Khan 28
10
Muhammad Hamza
Shahid
28 10 Usman Ghani 34
Mean value for Experimental
group
39.3
Mean value for Experimental
Group 32.8
Appendix- M
159
POSTTEST SCORE OF EXPERIMENTAL GROUP WITH RESPECT TO FIRST
THREE LEVELS OF COGNITIVE DOMAIN OF BLOOM TAXONOMY
S.N NAME TOTAL
SCORE
(50)
SCORE IN
KNOWLEDGE
(27)
SCORE IN
COMPREHENSION
(12)
SCORE IN
APPLICATION
(11)
1 Murad 39 23 8 8
2 Atif Azam 44 23 10 11
3 Ihsanullah 44 24 9 11
4 Muhammad
Roman 36
22 10 04
5 Seemab Ihsan 44 24 11 09
6 Syed Saad ali
sha 44
24 10 10
7 Muhammad
Jawad 40
23 07 10
8 Hassan Sardar 37 23 10 04
9 Muhammad
Talha 37
22 08 07
10 Muhammad
Hamza Shahid 28
15 05 08
11 Abbas Iqbal 38 22 09 07
12 Uzair Khan 28 17 09 02
13 Usman Ghani 34 18 08 08
14 Mussavver 36 22 11 03
15 Ismail 33 20 09 04
16 Huzaifa Said 27 16 09 02
17 Abdullah 34 18 10 06
18 Abdul Samad 35 21 10 04
19 M.Abdul Rafeh 31 18 09 04
20 Shah Sawar 32 17 09 07
Mean 36.05 20.6 09 6.45
Appendix- N
160
POSTTEST SCORE OF CONTROL GROUP WITH RESPECT TO FIRST THREE
LEVELS OF COGNITIVE DOMAIN OF BLOOM TAXONOMY
S.N NAME TOTAL
SCORE
(50)
SCORE IN
KNOWLEDGE
(27)
SCORE IN
COMPREHEN
SION (12)
SCORE IN
APPLICATI
ON (11)
1 Yasir Hussain 37 24 07 06
2 Shoaib Akhtar 37 22 07 08
3 Husnain 33 21 09 03
4 Abdul Haseeb 32 17 08 07
5 Asim Murtaza 40 22 10 08
6 Waqas khan 36 20 09 07
7 Muhammad Sohail 30 16 09 05
8 Imtiaz Ahmad 33 16 09 08
9 Numan Khan 23 13 08 02
10 Syed Jamal-ud-din 19 10 07 02
11 Saud Ahmad 28 14 09 05
12 Muhammad
Hussain 27
17 08 02
13 Ajmal Afridi 11 05 06 00
14 Zulkifal 24 16 07 02
15 Abdullah 30 22 05 03
16 Muhammad Uzair 22 10 05 07
17 Mansoor 19 09 07 03
18 Shehzad Ahmad 20 12 05 03
19 Tehseen Khan 25 13 10 02
20 Nabeel Zahid 19 11 08 01
MEAN 27.25 15.5 7.65 4.05
Appendix- O
161
POSTTEST SCORE OF HIGH ACHIEVERS OF BOTH EXPERIMENTAL AND
CONTROL GROUP WITH RESPECT TO FIRST THREE LEVEL OF COGNITIVE
DOMAIN
S.N NAME Knowle
de
(27)
Comprehensi
on
(12)
Applicati
on
(11)
NAME Knowled
ge
(27)
Comprehensi
on
(12)
Applicati
on
(11)
1 Murad 23 8 8
Yasir
Hussain 24 07 06
2 Atif
Azam 23 10 11 Shoaib
Akhtar 22 07 08
3 Ihsanul
lah 24 9 11 Husnain 21 09 03
4 Muham
mad
Roman 22 10 04
Abdul
Haseeb 17 08 07
5 Seema
b Ihsan 24 11 09 Asim
Murtaza 22 10 08
6 Syed
Saad
ali sha 24 10 10
Waqas
khan 20 09 07
7 Muham
mad
Jawad 23 07 10
Muhamm
ad Sohail 16 09 05
8 Hassan
Sardar 23 10 04 Imtiaz
Ahmad 16 09 08
9 Muham
mad
Talha 22 08 07
Numan
Khan 13 08 02
10 Muham
mad
Hamza
Shahid
15 05 08
Syed
Jamal-ud-
din 10 07 02
MEAN 22.3 8.8 8.2 18.1 8.3 5.6
Appendix- P
162
POSTTEST SCORE OF LOW ACHIEVERS OF BOTH EXPERIMENTAL AND
CONTROL GROUP WITH RESPECT TO FIRST THREE LEVEL OF COGNITIVE
DOMAIN
S.N NAME OF
TUTEE
KNOW
…
(27)
COMPR
…
(12)
APPLIC.
.
(11)
NAME OF
LOW
ACHIEVER
KNOW
…
(27)
COMPR.
.
(12)
APPLIC
…
(11)
1 Abbas
Iqbal 22 09 07 Saud
Ahmad 14 09 05
2 Uzair
Khan 17 09 02 Muhamma
d Hussain 17 08 02
3 Usman
Ghani 18 08 08 Ajmal
Afridi 05 06 00
4 Mussavve
r 22 11 03 Zulkifal 16 07 02
5 Ismail 20 09 04 Abdullah 22 05 03
6 Huzaifa
Said 16 09 02 Muhamma
d Uzair 10 05 07
7 Abdullah 18 10 06 Mansoor 09 07 03
8 Abdul
Samad 21 10 04 Shehzad
Ahmad 12 05 03
9 M.Abdul
Rafeh 18 09 04 Tehseen
Khan 13 10 02
1
0
Shah
Sawar 17 09 07 Nabeel
Zahid 11 08 01
MEAN 18.9 9.2 4.7 12.9 7 2.8
Appendix- Q
163
Split-Half Test Scores of the Students for Reliability Testing of the
Pretest
Sadhum Children Academy Rustam Mardan
Sr # Names of the Students Scores Obtained
1st half 2
nd half
1 Afaq-ur-Rehman 20 23
2 Asadullah 22 20
3 Rizwanullah 20 19
4 Hazrat Ali 16 16
5 Kamran 15 13
6 Amad Noor 13 13
7 Naveed Qamar 12 12
8 Abuzar 12 7
9 Tariq Aziz 14 11
10 Syed Hamza 11 11
11 Noman 10 8
12 Sheheriyar 15 12
13 Awais 12 10
14 Abu-Bakker 10 12
15 Syed Taimur 9 7
16 Mohammad Asif 7 7
17 Mohammad Amir 4 8
Appendix- R
164
Split-Half Test Scores of the Students for Reliability Testing of the Posttest
Allied National Software Institute Mardan
Sr # Names of the Students Scores Obtained
1st half 2
nd half
1 Murad 21 18
2 Atif Azam 22 22
3 Ihsanullah 24 20
4 Muhammad Roman 17 19
5 Seemab Ihsan 21 23
6 Syed Saad ali sha 20 24
7 Muhammad Jawad 21 19
8 Hassan Sardar 19 18
9 Muhammad Talha 17 20
10 Muhammad Hamza Shahid 16 12
Appendix- S
165
REVISE MODEL OF BLOOM COGNITIVE DOMAIN
Appendix- T
166
Appendix-U