Effectiveness of Peer Tutoring Method in Improving Secondary School Students Chemistry Achievement

Abstract

Peer tutoring is used worldwide as an appropriate and effective tool for improving students’ learning at all levels of schooling. In this context, the main intent of this quasi-experimental pretest-posttest control group design study was to analyze the effect of peer tutoring on secondary school students’ chemistry achievement. All the 6998 male students enrolled at secondary level in Tehsil Muzaffargarh were taken as population. Two intact/preexisting sections of grade 10^th in Govt. High School Khan Pur Bagga Sher Tehsil Muzafargarh were selected as representative sample. One section with 50 students (Experimental group) was taught using peer tutoring method. The other section with 45 students (Control group) received instructions with conventional method. Researchers collected data using pretest and posttest. Both the descriptive (Mean, SD) as well as inferential statistical techniques (Independent Samples t-test and Paired Samples t-test) were applied to analyze the data. It was found that there was a significant difference between Chemistry achievement of both the groups i.e., experimental group who received instructions with peer tutoring method and control group who received instruction through conventional method. The findings further suggest that the use of peer tutoring method has significantly positive effect on secondary students’ chemistry achievement. Finally, this study provides the valuable implications for teachers, school administrators and policy makers to take steps for enhancement of students’ academic achievement in the subject of Chemistry at secondary level.