Improving Secondary School Students Physics Achievement Using Reciprocal Peer Tutoring: A Multi-Level Quasi-Experimental Study

Autor/in	Alemu, Mekbib
Titel	Improving Secondary School Students Physics Achievement Using Reciprocal Peer Tutoring: A Multi-Level Quasi-Experimental Study
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 16 (2020) 4, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Secondary School Students; Physics; Science Instruction; Peer Teaching; Comparative Analysis; Direct Instruction; Teaching Methods; Science Achievement; Grade 9; High Stakes Tests; Pretests Posttests; Gender Differences; Outcomes of Education; Foreign Countries; Ethiopia + Suchen Sie Ihr Suchwort? Sekundarschüler; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Peer group teaching; Peer Group Teaching; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; School year 09; 9. Schuljahr; Schuljahr 09; Geschlechterkonflikt; Lernleistung; Schulerfolg; Ausland; Äthiopien
Abstract	The purpose of this study was to test the best mix of reciprocal peer tutoring with direct teaching methods to improve students' achievement in secondary school physics teaching in content-focused and high-stake examination-oriented curriculum. Data was gathered from three equivalent grade-9 sections and assigned to three different intervention groups in pre-test post-test multi-level quasi-experimental design. The three groups used reciprocal peer tutoring once a week (N=46), twice a week (N=46) and three lessons in a week (N=51) for 9 weeks in two physics units. Results were that reciprocal peer tutoring helped in improving physics achievement of secondary school students (R2=0.316) in favour of low achieving (P=0.001) and female students (P=0.038) when it is used as a unilateral pedagogy. The conclusion is that reciprocal peer tutoring used as a unitary classroom pedagogy helped all students and differentially less able and female secondary school students to enhance their physics achievement to some extent without negatively impacting their learning. Further replication research with a comparison group was recommended to find a conclusive evidence if the observed failure of mixing pedagogy persists. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01