This study aimed to determine the effect of peer tutoring (PT) in enhancing students’ writing
skills during English textbook taught to the students of Grade XI. The true experimental research
pre/post-test design was used. The sample of the study comprised of 70 male and 58 female students containing
each 35 male peer tutoring group (PTG) and non-peer tutoring group NPTG as well as each 29 female PTG and
NPTG after matched before intervention. MCQs related to writing skills
developed as a tool for data collection process. The tool is used in both pre
and post-test for PTG and NPTG. The difference in both groups was
calculated using statistical analysis. Linear regression predicted the effect
size of male PTG 16.376 points higher (r = 0.860) than NPTG as well as
female PTG 12.183 points higher (r = 0.813) than NPTG. These results
indicated that PT technique enhanced students’ academic achievement.
1-Humair Akhtar Teacher,Department of Education,The University of Haripur, Haripur, Punjab, Pakistan.2-Muhammad Saeed Khan Assistant Professor, Department of Education,The University of Haripur, Haripur, Punjab, Pakistan.3-Saddaf Ayub Assistant Professor, Department of Education,The University of Haripur, Haripur, Punjab, Pakistan.
Peer Feedback, writing skills, English language, cooperative teaching.