تلخیص
Peer tutoring provides an opportunity to students of diverse abilities
to work on academic tasks in pairs, in a democratic, cooperative and
friendly approach. In this context, the study was an attempt to
analyse how peer tutoring played the said role in enhancing the
academic achievements of tutors and tutees at secondary level in
reference to the key levels (knowledge, comprehension and
application) of the cognitive domain. The study explored data from
40 purposefully selected participants of ANSI school Mardan, by
applying the Pre-test Post-test Equivalent Group Design and
conducting achievement tests before and after the treatments in
order to accomplish the target objectives. The analysis of the data
through inferential statistics (t-test) confirmed that though the
tutors of the experimental group achieved better score at
knowledge and application levels of the cognitive domain; however,
they were not better in the comprehension level on post-test in
compare to the high achievers of the control group. In the same
way, the performance of the tutees of the group under investigation
was significantly better with regards to academic ability, knowledge
and comprehension at cognitive domain; however, at the
application level there was no significant difference as compare to
their correspondent low achievers of the controlled group. In the
light of the findings it was concluded that the academic
performance of the tutors as well as the tutees was significantly
affected by peer tutoring.
Irfan Ullah, Muhammad Kaleem, Syed Muhammad Aamir. (2020) Effectiveness of Peer Tutoring on The Academic Achievements of Tutors and Tutees With Respect to Knowledge, Comprehension and Application Levels of Cognitive Domain, , Volume-14, Issue-4.
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