Effect of Peer Instructional Strategy on Secondary School Students’ Academic Self-concept Attainment
Chapter One
Objective of the study
- To assess the impact of peer instructional strategies on the academic self-concept of secondary school students.
- To examine any changes in students’ academic self-concept before and after participating in peer instructional activities.
- To explore potential factors that mediate or moderate the relationship between peer instructional strategies and academic self-concept attainment.
- To investigate secondary school students’ perceptions of the effectiveness of peer instructional strategies in fostering a positive academic self-concept.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
The Meaning of Peer Tutoring
According to Ellinogermanik (2009) Peer tutoring is the process between two or more students in a group where one of the students acts as a tutor for the other group-mate(s). Peer tutoring can be applied among students of the same age or students belonging to different age groups. Encouragement of peer tutoring is a useful strategy that can be applied effectively by teachers in many cases in both monograde and multigrade schools.
A peer tutor is anyone who is of a similar status as the person being tutored. In an undergraduate institution this would usually be other undergraduates, as distinct from the graduate students who may be teaching the writing classes; in and Senior Secondary school this is usually a student from the same grade or higher. (According to Outhred & Chester (2010).
Peer tutoring is a method of instruction that involves students teaching other students, a system of instruction in which learners help each other and learn by teaching. Paul (2006) defined peer tutoring as an instructional strategy that partners students to help one another learn material, reinforce skills or practice a learned task.
Washington State Institute (2014) viewed peer tutoring is an instructional strategy that uses students to provide academic assistance to struggling peers. Peer tutoring may use students from the same classrooms or pair older students with younger struggling students.
Types/ Approaches of Peer Tutoring
According to Ellinogermanik (2009) there are two types of peer tutoring: (a) incidental and (b) structured peer tutoring. It further explained the types as thus:
- Incidental peer tutoring often takes place, either at school or while students are playing after school or when they are socializing. Whenever children are cooperating, playing or studying and one guides the others, it may be stated that we have a kind of incidental peer tutoring. For example when a student asks his/her classmate to help him/her in Maths or asks for tips on how to improve his/her performance while playing a new video game, we have cases of incidental peer tutoring Structured peer tutoring refers to peer tutoring implemented in specific cases and for specific subjects, following a well-structured plan prepared by the teacher. Structured peer tutoring is spontaneously used by experienced teachers who are able to plan well in advance and are familiar on how to combine tutors and tutees appropriately in order to have good results.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine effect of peer instructional strategy on secondary school students academic self concept attainment. forms the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Effect of peer instructional strategy on secondary school students academic self concept attainment. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing effect of peer instructional strategy on secondary school students academic self concept attainment
Summary
This study was on effect of peer instructional strategy on secondary school students academic self concept attainment. Three objectives were raised which include: To assess the impact of peer instructional strategies on the academic self-concept of secondary school students, to examine any changes in students’ academic self-concept before and after participating in peer instructional activities, to explore potential factors that mediate or moderate the relationship between peer instructional strategies and academic self-concept attainment and to investigate secondary school students’ perceptions of the effectiveness of peer instructional strategies in fostering a positive academic self-concept. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Uyo. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, the interplay between peer instructional strategies and academic self-concept is a dynamic and promising area of research. As educators continue to seek innovative methods to empower students and create inclusive learning environments, the findings of this study encourage the integration of collaborative and peer-based approaches to nurture confident and capable learners. It is our hope that this research prompts further investigation, stimulates meaningful discussions, and ultimately contributes to the holistic development and success of secondary school students in a rapidly evolving educational landscape.
Recommendation
Based on the findings and insights derived from this study, several recommendations are put forth to guide educators, policymakers, and researchers in leveraging the potential of peer instructional strategies to enhance secondary school students’ academic self-concept attainment:
- Integrate Peer Instructional Strategies: Educators should incorporate peer instructional strategies, such as peer tutoring, cooperative learning, and peer assessment, into their teaching practices. These strategies provide opportunities for students to engage in active learning, collaborate, and reinforce their understanding, leading to improved academic self-concept.
- Promote Collaborative Classroom Culture: Fostering a classroom culture that emphasizes collaboration, mutual support, and peer learning can contribute to a positive academic self-concept. Educators should encourage open communication, teamwork, and peer interactions that facilitate learning from one another.
- Provide Training for Peer Instruction: Offering training to students on effective peer teaching techniques and communication skills is crucial. Students should be equipped with the tools to explain concepts clearly, provide constructive feedback, and facilitate meaningful discussions.
- Diversify Peer Groupings: Educators should consider diversifying peer groupings to expose students to different perspectives and learning styles. Mixing students with varying levels of academic achievement can create an inclusive environment and provide opportunities for peer mentoring
References
- Ajuba, B. (2011) Impact of Peer Tutoring on the Academic Achievement on Science Among Secondary School Students within Bauchi Metropolis.Unpublished Bachelor Project. Abubakar Tafawa. University, Bauchi.
- American Psychological Association. (2010).Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
- Annis, L. F. (1983). The Processes and Effects of Peer Tutoring. Human Learning: Journal of Practical Research and Applications, 2(1), 39-47.
- Anselm J. (2010). Effect of Classwide Peer tutoring on Mathematics Students Achievement in Secondary School. Available at: https://www.academia.edu/5689965/effect_of_classwide_peer_tutoring_on_mathematics _students_achievement_in_secondary_school.
- Baldwin Veerkamp, M., Kamps, D., Cooper, L. (2007). The Effects of Class wide Peer- tutoring on the reading achievement of urban middle school students. Education & Treatment of Children, 30(2), 21-51.
- Beasley, C. J. (1997). Students as Teachers: The Benefits of Peer Tutoring. Paper presented at the 6th Annual Teaching Learning Forum, Murdoch University
