ARTICLE

PEER TUTORING AN EFFECTIVE TECHNIQUE TO ENHANCE STUDENTS ENGLISH WRITING SKILLS

  1. HOME
  2. ARTICLE

39 Pages : 299-305

http://dx.doi.org/10.31703/gssr.2019(IV-III).39      10.31703/gssr.2019(IV-III).39      Published : Sep 2019

Peer Tutoring: An Effective Technique To Enhance Students English Writing Skills

Abstract

    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.
Fulltext PDF

References

  • Arreaga-Mayer, 0 C. 0 (1998). Increasing0 active0 student0 responding0 and0 0improving 0academic 0performance 0through 0classwide 0peer tutoring. 0Intervention 0in 0School and0 0Clinic, 034(2), 089-94.
  • Cho, 0 K., 0 & 0Schunn, C. 0 D. 0 (2007). 0 Scaffolded0 writing0 and0 rewriting0 in0 0the discipline: A webbased0 reciprocal0 peer0 review0 0system. 0Computers and0Education, 048(3), 0409-426.
  • Delquadri, 0 J., 0Greenwood, 0C. R., 0Whorton, D., 0Carta, 0J. J., & 0Hall, R. V. 0 (1986). 0Classwide 0peer 0tutoring. 0Exceptional 0children, 052(6), 0535-542
  • Dufrene, 0 B., 0Noell, G., 0 Gilbertson, 0 D., & 0Duhon, G. (2005). 0 Monitoring0 implementation of 0reciprocal 0peer tutoring: 0Identifying and 0intervening 0with 0students 0who 0do 0not 0maintain 0accurate implementation. 0School 0Psychology 0Review, 034(1), 074-86
  • Eze, N. J. (2015). Effects of Cloze Instructional Approach on Senior Secondary School Students' Achievement in Igbo Language Reading Comprehension. Journal of Education and Practice, 6(21), 13-20.
  • Ghani, M., & Din, M. (2017). The Effect of Teaching English through Literature on Creative Writing at HSSC Level in Pakistan. International Journal of English Linguistics, 7(2), 142-150.
  • Greenwood, 0 C.0 (1997). Classwide0 peer-tutoring0. Behavior0 and0 0Social Issues, 07(1), 53-57.
  • Kamps, 0 D. 0M., 0Barbetta, 0P. M., 0Leonard, B. R., & Delquadri, J. (1994). 0Classwide 0peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of applied behavior analysis, 27(1), 49-61.
  • Kapka, D., & 0Oberman, 0D. 0A. (2001). Improving0 student writing skills through the modeling of the writing process. Retrieved from https://files.eric.ed.gov/fulltext/ED453536.pdf
  • Kapka, D., & 0Oberman, 0D. 0A. (2001). Improving0 student writing skills through the modeling of the writing process. Retrieved from https://files.eric.ed.gov/fulltext/ED453536.pdf
  • Mercer, C., & Mercer, A. (2005). Teaching Students with Learning Problems. Upper Saddle River, NJ: Pearson Education, Inc.
  • Orion, N., & Fortner, R. W. (2003). Mediterranean models for integrating environmental education and earth sciences through earth systems education. Mediterranean Journal of Educational Studies, 8, 97-111.
  • Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading &Writing Quarterly, 19(2), 139-158. http://dx.doi.org/10.1080/10573560390143085.
  • Pigott, H. E., Fantuzzo, J. W., & Clement, P. W. (1986). The effects of reciprocal peer tutoring and group contingencies on the academic performance of elementary school children. Journal of applied behavior analysis, 19(1), 93-98.
  • Plutsky, S., & Wilson, B. A. (2004). Comparison of the three methods for teaching and evaluating writing: A quasiexperimental study. The Delta Pi Epsilon Journal, 46(1), 50−61. ISSN-0011-8052.
  • Richer, D. L. (1993). The effects of two feedback systems on first year college students' writing proficiency. Dissertation Abstract International, 53, p.2722.
  • Simmons, D. C., Fuchs, D., Fuchs, L. S., & Hodge, J. P. (1994). Importance of instructional complexity and role reciprocity to classwide peer tutoring. Learning Disabilities Research & Practice, 9, 202-212.
  • Stevens, R. J., & Slavin, R. E. (1995). The cooperative elementary school: Effects on students' achievement, attitudes, and social relations. American educational research journal, 32(2), 321-351.
  • Topping, K. J. (2005). Trends in peer learning. Educational psychology, 25(6), 631-645.
  • Topping, K., Smith, F. F., Swanson, I., & Elliot, A. (2000). Formative peer assessment of academic writing between postgraduate students. Assessment and Evaluation in Higher Education, 25(2), 149−169. http://dx.doi.org/10.1080/713611428.
  • Topping, K., Smith, F. F., Swanson, I., & Elliot, A. (2000). Formative peer assessment of academic writing between postgraduate students. Assessment and Evaluation in Higher Education, 25(2), 149−169. http://dx.doi.org/10.1080/713611428.
  • Wakabayashi, R. (2013). The Effects of the Peer Feedback Process on Reviewers' Own Writing. English Language Teaching, 6(9), 177-192. http://dx.doi.org/10.5539/elt.v6n9p177.
  • Wakabayashi, R. (2013). The Effects of the Peer Feedback Process on Reviewers' Own Writing. English Language Teaching, 6(9), 177-192. http://dx.doi.org/10.5539/elt.v6n9p177.
  • Ward, P. and Lee, M. (2005), Peer-assisted learning in physical education: a review of theory and research. Journal of Teaching in Physical Education, 24(3), 205-225.
  • Zhao, H. (2010). Investigating learners' use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom. Assessing writing, 15(1), 3-17.

Cite this article

APA

    APA : Akhtar, H., Khan, M. S., & Ayub, S. (2019). Peer Tutoring: An Effective Technique To Enhance Students English Writing Skills. Global Social Sciences Review, IV(III), 299-305. https://doi.org/10.31703/gssr.2019(IV-III).39

CHICAGO

    CHICAGO : Akhtar, Humair, Muhammad Saeed Khan, and Saddaf Ayub. 2019. "Peer Tutoring: An Effective Technique To Enhance Students English Writing Skills." Global Social Sciences Review, IV (III): 299-305 doi: 10.31703/gssr.2019(IV-III).39

HARVARD

    HARVARD : AKHTAR, H., KHAN, M. S. & AYUB, S. 2019. Peer Tutoring: An Effective Technique To Enhance Students English Writing Skills. Global Social Sciences Review, IV, 299-305.

MHRA

    MHRA : Akhtar, Humair, Muhammad Saeed Khan, and Saddaf Ayub. 2019. "Peer Tutoring: An Effective Technique To Enhance Students English Writing Skills." Global Social Sciences Review, IV: 299-305

MLA

    MLA : Akhtar, Humair, Muhammad Saeed Khan, and Saddaf Ayub. "Peer Tutoring: An Effective Technique To Enhance Students English Writing Skills." Global Social Sciences Review, IV.III (2019): 299-305 Print.

OXFORD

    OXFORD : Akhtar, Humair, Khan, Muhammad Saeed, and Ayub, Saddaf (2019), "Peer Tutoring: An Effective Technique To Enhance Students English Writing Skills", Global Social Sciences Review, IV (III), 299-305

TURABIAN

    TURABIAN : Akhtar, Humair, Muhammad Saeed Khan, and Saddaf Ayub. "Peer Tutoring: An Effective Technique To Enhance Students English Writing Skills." Global Social Sciences Review IV, no. III (2019): 299-305. https://doi.org/10.31703/gssr.2019(IV-III).39