- The effects of peer tutoring in mathematics on secondary two pupils

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# The effects of peer tutoring in mathematics on secondary two pupils

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Type

Thesis

Author

Ng, Priscilla Chey Keng

Supervisor

Eng, Soo Peck

Chin, Long Fay

Abstract

The purpose of this study is to ascertain the effects of peer tutoring on Secondary Two pupils on four dimensions, namely, (1) mathematics achievement, (2) self-concept of mathematics ability, (3) attitude towards mathematics and (4) attitude towards school, and the differential effects, if any, on pupils of different ability levels.

The quasi-experimental study was conducted with four Secondary Two classes. Two of the classes were designated high ability and the other two low ability based on the pupils' aggregate scores in the Primary School Leaving Examination and their mathematics scores in the Secondary One Final Examination. One class from each of the two ability levels was randomly selected as the experimental class while the other was designated the control class. The tutees and the non-tutees were pupils in the four classes whose mathematics scores in the Secondary One Final Examination were below their respective class medians. The tutors and the non-tutors were those who scored above their respective class medians. Altogether there were 38 tutors, 38 non-tutors, 39 tutees and 39 non-tutees. Initial equivalence in terms of mathematics and general ability was established between the respective experimental and control classes. This equivalence was confirmed by the mathematics pretest given to all subjects prior to the treatment.

The four dimensions, with the exception of the self-concept of mathematics ability, were measured by researcher-developed tests. The self-concept of mathematics ability was measured by a scale that is an adaptation and modification of Anderson's (1981) academic self-concept scale. All subjects were pretested on the four dimensions. The tutoring programme was conducted, in twenty sessions of thirty-five minutes each, over a period of eight weeks. After the treatment all subjects were again retested on the four dimensions. The differences between the means of the pretests and posttests for each group were computed. The difference between the means for any two groups was then tested statistically in order to ascertain if the tutoring programme caused a significant change in the scores for subjects in the experimental groups as compared with subjects in the control groups. The t-test of means was used to established difference between the means.

The findings of the study tend to indicate that peer tutoring has a beneficial effect on the Secondary Two pupils, although the benefits were not in the same dimensions. For the low ability pupils, the improvement was in the mathematics achievement (0.01 level). For the high ability pupils, peer tutoring has resulted in significant gains in the non-cognitive dimensions. The gains in self-concept of mathematics ability, attitude towards mathematics and attitude towards school for this group were significant (0.05 level). Generally, irrespective of the ability level, the pupils who acted as tutors benefited more than those who acted as tutees.

Peer tutoring benefits both the low and high ability pupils in different ways. The research findings suggest that peer tutoring may be a viable teaching strategy. The limitations of the study, however, must not be overlooked and further research into this area is suggested.

The quasi-experimental study was conducted with four Secondary Two classes. Two of the classes were designated high ability and the other two low ability based on the pupils' aggregate scores in the Primary School Leaving Examination and their mathematics scores in the Secondary One Final Examination. One class from each of the two ability levels was randomly selected as the experimental class while the other was designated the control class. The tutees and the non-tutees were pupils in the four classes whose mathematics scores in the Secondary One Final Examination were below their respective class medians. The tutors and the non-tutors were those who scored above their respective class medians. Altogether there were 38 tutors, 38 non-tutors, 39 tutees and 39 non-tutees. Initial equivalence in terms of mathematics and general ability was established between the respective experimental and control classes. This equivalence was confirmed by the mathematics pretest given to all subjects prior to the treatment.

The four dimensions, with the exception of the self-concept of mathematics ability, were measured by researcher-developed tests. The self-concept of mathematics ability was measured by a scale that is an adaptation and modification of Anderson's (1981) academic self-concept scale. All subjects were pretested on the four dimensions. The tutoring programme was conducted, in twenty sessions of thirty-five minutes each, over a period of eight weeks. After the treatment all subjects were again retested on the four dimensions. The differences between the means of the pretests and posttests for each group were computed. The difference between the means for any two groups was then tested statistically in order to ascertain if the tutoring programme caused a significant change in the scores for subjects in the experimental groups as compared with subjects in the control groups. The t-test of means was used to established difference between the means.

The findings of the study tend to indicate that peer tutoring has a beneficial effect on the Secondary Two pupils, although the benefits were not in the same dimensions. For the low ability pupils, the improvement was in the mathematics achievement (0.01 level). For the high ability pupils, peer tutoring has resulted in significant gains in the non-cognitive dimensions. The gains in self-concept of mathematics ability, attitude towards mathematics and attitude towards school for this group were significant (0.05 level). Generally, irrespective of the ability level, the pupils who acted as tutors benefited more than those who acted as tutees.

Peer tutoring benefits both the low and high ability pupils in different ways. The research findings suggest that peer tutoring may be a viable teaching strategy. The limitations of the study, however, must not be overlooked and further research into this area is suggested.

Date Issued

1985

Call Number

QA14.S5 Ng

Date Submitted

1985