Peer Tutoring and Students’ Academic Achievement

Research Scholar

Tariq Amir
M.A Education

Supervisor

Dr. Ahmad Ali

Department of Education
University of Punjab-Lahore, Pakistan
2019- 2021
 Chapter 1
Introduction

This introductory part includes the basic key terms along with their definitions
used in this research while the background of the study, significance, limitations,
objectives, main questions and methodology of this study are herein explained to
understand the nature of this investigation as a whole.

1.1 Background of Study

When the instructor accepts responsibility for imparting knowledge to the best
of his ability, the goal of education is likely to be achieved. To instruct someone is to
facilitate their learning. However, teaching is more than just disseminating facts or
even concepts. Information presentation and fact memorization are only part of what
learning involves. Additionally, it entails guiding students' learning through exercises
like analysing, questioning, examining, and discovering that foster reflective thinking
and the development of skills. Teachers are professionally trained and prepared for
this occupation since teaching enforces education (Shami, 2006).

At any stage of human learning, individual differences cannot be ignored. As a

result, educators should create learning activities that can better meet each student's
unique needs. Discussions, group projects, private instruction, mentoring, and peer
teaching are a few examples of need-based learning activities. These techniques are
typically used to improve pupils' learning (Ali, N. et al., 2015).

Peer teaching is a method of teaching where a group of students work together

to support one another's learning by having one student act as the tutor and the other
as the tutee. Typically, intelligent pupils are paired with less intellectual ones for peer
teaching (Mickelson,W.T. et al., 2003). Peer teaching aids in the growth of students'
management and planning abilities.

Peer teaching is becoming more and more significant right now, and it is
becoming a crucial component of many courses and disciplines across the globe.
Researchers like Austin (Austin, J., 2008) and Eisenkopf (Eisenkopf, G., 2010) have
found that peer teaching is beneficial for students' socialising, motivation, and
learning. Peer teaching has been proven to be successful in fostering the creative

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thinking and problem-solving abilities of both tutors and tutees. Peer teaching helps
the tutor grasp the students' conceptual comprehension of the subject matter because
of its participatory nature. If the tutor and tutees participate in meaningful activities
and collaborative work within a planned and structured programme, results are very
successful (Gordon, E.E., 2009).

Peer teaching is beneficial for institutions that provide inclusive education to a

diverse student body since it can significantly lessen social and behavioural issues
among students (Scruggs, T.E. et al., 2012). Peer teaching initiatives do not, however,
always run smoothly because of student diversity. There are several restrictions, most
of which deal with how students behave during class activities or how academic
activities are handled during peer teaching programmes (Gorman, A.H. et al., 2011).
Peer teaching programmes must therefore be extremely structured, planned, and
carried out under careful supervision and in a controlled setting (Grubbs, N., 2009).

Lee, Leung and Bush (Lee, L.M. & Bush, T., 2003) reported that tutors should
properly familiarise pupils about the teaching process. By using cutting-edge
techniques, education researchers are working to improve the learning results for
pupils. Because the learning outcomes are so varied, Krathwohl (2002) divided them
into three primary categories: cognitive, psychomotor, and affective domains. This
division is known as the Bloom Taxonomy. Six sub-levels were added by Bloom to
better categorise the cognitive learning results. The results of a learning researcher's
research into various levels of cognitive domain are typically described.

When it comes to peer teaching's beginnings, it has strong roots in both

constructivist and behaviourist learning theories (Botty, H.M.R.H. et al., 2014).
According to the behaviourist approach to learning, rewarding the tutors for their
successful performance or creating other teaching environments can increase the
results of peer teaching. The key notion of Skinner's learning theory is that the results
of peer instruction are here conditioned to certain external inputs (Skinner, B.F.,
1972). In a similar vein, peer instruction was supported by constructivists Piaget
(1964) and Vygotsky (1987). According to Piaget, learning is not entirely the result of
outside influences; rather, it is the result of a process of mental reconstruction. Every
person has unique intrinsic skills and concepts. These intrinsic abilities interact with
and incorporate information from the outside environment to produce new knowledge
(O’donnell, A.M., 2014).

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 The most ardent proponent of peer instruction was Vygotsky. According to
Vygotsky, slow learners' academic performance could be enhanced through
collaborative work or peer instruction. Based on their cognitive development,
Vygotsky divided students into three zones: the zone of actual development, where
they are independent in their learning and don't need any assistance at this point; the
zone of proximal development, where they depend on one another for learning and
need a little assistance; and the zone of marginal development. Thirdly, there is the
zone of no development, where pupils are incapable of performing or learning even in
the presence of outside assistance, making peer teaching ineffective. Vygotsky
advised peer teaching for students at this stage. Students that received peer teaching
outperformed those who received traditional methods of instruction in their zone of
proximal development, according to Rizve (Rizve, R., 2012).

Peer teaching plays an advantageous part in the educational process, according

to numerous previous studies on its effects. For instance, in the course of Brost's
(2011) evaluation study at Chippewa Valley Technical College in Eau Claire,
Wisconsin, the United States. The study's findings suggested that Chippewa Valley
Technical College's peer teaching programme may use some enhancement. Peer
teaching should be organised and reconstructed based on advance planning in order to
increase knowledge. Although the instructional program's achievement rate was good,
it may be higher with more work. Other researchers from around the world are
welcome to participate by creating more teaching models. Peer teaching has been
found to significantly improve students' performance in Campit, Cayabyab, and
Galas's (2015) additional experimental investigation. Similar to this, in her doctoral
dissertation, Rizve evaluated the impact of peer teaching on students' academic
success at the secondary level in the field of English in light of Vygotsky's theory.
She held the opinion that if peers or some elders are present to assist, learning can
occur effectively in a child's zone of proximal development. Vygotsky suggested that
communication, social engagement, and direction are necessary for learning. For
those students who are in the zone of proximal growth, scaffolding was therefore
advised.

Peer teaching may be very successful in helping instructors raise the amount
of time they spend on teaching and learning activities, which is a major concern for
them right now. The majority of Pakistani educational institutions have a teacher-to-

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student ratio that is higher than 1:40, according to the Educational Management
Information System (2016). The ability of teachers to cater their instruction to each
student's unique needs is constrained by this ratio. Peer teaching may be the best
approach in this situation to relieve teacher workload. Peer teaching can occasionally
have a negative impact on pupils due to improper planning and administration,
according to some researchers like Galaviz (2009) and Smith and Nicolai (2013).
Consequently, it was essential to carry out peer teaching in a structured and organised
manner.

In this study, peer teaching strategy will be applied to study its effects on the
achievement of students in the subjects’ of English at Elementary Level in Federal
Govt. Educational Institutes of Pakistan. The objectives of this study is to measure the
achievement of the students in the subject of English before the experiment and after
the experiment to peer teaching and to compare the difference in the achievement of
students participating in peer teaching and students who did not participate in peer
teaching. It was hypothesized that there would be significant difference between mean
achievement scores of the students taught through peer teaching and those taught
through traditional teaching.

1.2 Statement of Problem

Effect of Peer Teaching on Students’ Academic Achievement in English at

Elementary Level.

1.3 Significance of the Study

The study's findings are very important to English teachers who are currently
employed in elementary schools since they may decide to incorporate this practise in
addition to traditional instruction. This study will be an impressive effort to examine
peer teaching techniques because peer instruction in the classroom may lessen the
teacher's workload, especially in overcrowded classes like those seen in most
elementary schools, and it may also enhance students' motivation levels. The fact that
this study was carried out in the community adds further significance to it. It assessed
how well the students performed while interacting with their peers. The tutorial
influence may significantly affect education by enhancing practise and policy. By
identifying and analysing each student's contribution to the learning process, peer
teaching can enhance the learning potential. Engaging and interacting in the tutorials

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may have a positive impact on a student's attitude toward learning, comprehension,
success, and performance in English. The results of this study may serve as a roadmap
for further research into peer teaching's effects on learning and development but also
significant socio-emotional and development. Further study of the holistic
development of the growing kid is required to fully understand Vygotsky's theory of
cognitive development.

1.4 Research Questions

Following questions are needed to be answered:

1. What is the difference of academic achievement of the students in the

subject of English before and after the experiment?
2. How to provide the experience of peer teaching to the experimental group?
3. What is the difference between the achievement of students participating
in peer teaching and students who did not participate in peer teaching but
were taught as usual through routine teaching?
4. Is the peer teaching is an effective method?

1.5 Objectives

The main objectives of the study was:

1. To measure the academic achievement of the students in the subject of

English before the experiment.
2. To provide the experience of peer teaching to the experimental group.
3. To compare the difference in the achievement of students participating in
peer teaching and students who did not participate in peer teaching but
were taught as usual through routine teaching.
4. To increase learning outcomes in English.

1.6 Limitation of the Study

1. The study was limited to the elementary students of Federal Govt.

Educational Institutions FGEIs, (C/G) in Multan (Pakistan).
2. This study was limited to Peer Teaching Method with its association
elementary education. It will be focused on the equivalent results of
experimental and control groups of pupils, which will lead to adequate
solution to the problems of students’ academic achievement.

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 3. Additionally, the researcher did not look into each student's developmental
orientation while doing this study, thus whatever psychological aspects
may have influenced how children behaved while learning have been
documented.

1.7 Research Methodology

The research was quantitative and method of study was quasi experiment
design known as “pre-test-post-test equivalent group design”.

1.7.1 Population

The population of the study is consisting of 618 students of class VI (Age

range 11-14 years) studying English as a compulsory subject in the 7 Federal Schools.

1.7.2 Sample and Sampling Techniques

Two schools namely FG Public School No. 2 Boys Multan and FG SMHS
(NH) Public School Girls Multan is conveniently selected. 35 students from 6th Class
Section B from Boys School is assigned to the control group and 35 Girls students
from Section B assigned to the experimental group. The total sample size is consisted
of 70 students.

1.7.3 Sources of Data Collection

The major source of data collection was primary in nature because this study
will be conducted to examine the effect of peer teaching on students’ academic
achievement in English at elementary level, therefore data was collected through pre-
test and post-test and conduct among the students of both selected schools.
Achievement test of 30 items was used as a pre-test and a post-test. These items were
prepared from the English text book of 6th class with the help of experts. The test
planned by preparing the table of specifications.

1.7.4 Data Reliability

The reliability of the achievement test will be determined through SPSS.

Output values show that all Cronbachs' alfa values obtained above 0.7 which indicates
a satisfactory level of data reliability that is ready for conducting pre-test and post-
test.

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1.7.5 Data Analysis

The Data and the obtained scores was organized by using the statistical
techniques i.e. Pre-test and Post-test (scores of experimental and control groups was
arranged and classified into frequency distribution), Mean and SD scores (calculated
to compare the groups) and t-test (to determine whether mean and SD scores of the
groups on the pre-test and post-test was equal or unequal, t-test applied).

1.8 Operational Definitions of Terms

Peers: a friend who is around the same age and developmental stage as the
young person. During encounters with their children, parents use their position of
power to teach them about social norms and behaviours which is characterised by a
distinct dominant-subordinate hierarchy. However, peers typically interact on an
equal footing, and it is only in this environment that kids can develop social skills like
compromising, competing, and cooperating (Bukatko & Daehler, 1995).

Peer Teaching: A cognitive apprenticeship between an expert and a beginner

is essentially what teaching is. Children and adults can teach one another, or more
proficient children can teach less skilled children. A lot of students can benefit from
individual instruction, especially those who are struggling in a particular topic. It is
upsetting to discover that some pupils require more individualised assistance than a
teacher can provide. Volunteers, mentors, and a class assistant can help to reduce
some of this strain. (Shamir and Tzuriel, 2004).

Peer Groups: are created based on the common interests, experiences, or

activities of the kids. Children form friendships with other students in their classroom,
on their soccer team, or at the school.

Evaluation: involves techniques for keeping track of and evaluating student

learning, such as assessing each student's progress and level of mastery, providing
opportunities for improvement (Using diverse evaluation methods, performing
evaluation privately, and altering work for a better grade are a few examples.
Normative comparisons, however, may cause pupils who don't perform as well as
their peers to lose confidence in their abilities (Epstein, 1989).

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1.9 Organization of the Study

The study was organized into five chapters. The first chapter covers
background of the study, statement of the problem, significance of the study, research
questions, objectives, and limitation of study, population, sample and sampling
techniques and sources, reliability and analysis of the data, operational definitions of
terms and summary of the study. The second chapter presents the theoretical frame of
the study some of the other headings are teaching, teaching methods, learning,
learning methods, current teaching methods are Pakistan. Concept of peer teaching
and its types, characteristics of peer teaching, implementation, challenges advantages
importance of peer teaching, academic achievement, previous studies on academic
achievement and peer teaching, international and national studies and summary. The
third chapter deals with research methodology focusing on research design,
population, sample and sampling technique, development, validation and
administration of the research tool, reliability of the tool, data collection and analysis.
Chapter four covers data analysis, presentation and interpretation. Chapter five
includes findings conclusion and recommendations of the research.

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 Chapter 2
Literature Review

Introduction

In this chapter, this research related previous articles, studies, online and
offline resources have been highlighted to get deep insight to the matter under-
considered. Theoretical as well as practical evidence based on previous literature
regarding the effect of peer teaching on students’ academic achievement in English at
elementary level has been discussed in this part.

2.1 Theoretical Framework

This experimental study was guided by Lev Vygotsky's sociocultural

theory of social interaction through peer scaffolding in the region of each
students’ proximal development. A peer-to-peer teaching strategy was
implemented to study its impact on student performance and attitudes in English
subjects. Vygotsky (1987) asserted that babies possess fundamental attention,
perceptual, and memory abilities that they share with other animals. Through direct
exposure to the environment during the first two years of life, these cognitive abilities
develop. The fast expansion of the language that followed brought about significant
changes in their way of thinking. It expands pre-schoolers' opportunities for social
dialogue with more knowledgeable people who use scaffolding to encourage them to
complete important cultural tasks. Scaffolding is the help that more competent
tutors give weaker students in areas of their potential development in the form of
telling, demonstrating, questioning, constraining, explaining, encouraging, etc.
Scaffolding is a teaching mechanism suitable for any psychology student. If the
teaching mechanism is outside the zone of proximal development, either below
or above, the learner will not learn, become bored, or experience intense learning
anxiety. Soon young children begin to communicate with themselves as they
would with others. As a result, basic mental abilities are translated into higher
cognitive processes unique to humans (Berk, 2007).

Vygotsky (1987) argues that children's learning occurs in their last

developed area. This area includes a range of tasks that are difficult for children

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to complete on their own, but can be accomplished with the help of more
experienced adults and peers. The use of peer education is increasing in many
subjects to help students engage in an effective learning process. Research has
found that academic achievement is related to student engagement (Shapiro &
Levine, 1999). As a result, the students are actively involved in their learning
and their learning opportunities improve. As numerous studies in this field have
shown, the use of peer tutoring can increase students' interest and improve their
academic skills. Peer teaching has several benefits in terms of developing
attitudes and performance.

According to Vygotsky (1987), peers play a special role in child development.

While children's relationships with their parents are stronger and more enduring than
those of their peers, interactions with their peers are freer and more equal. The
increased agility of peer relationships gives children a new opportunity for
interpersonal experimentation and exploration. The ability to relate to people outside
of the family, develop social skills, and feel a sense of social justice are all made
possible, most critically, by inspiring a new sensitivity.

According to social learning theorists, peer influence on a child's socialisation

through modelling and reinforcement is significant. Piaget and Vygotsky discuss how
peer contact alters children's cognition, which in turn can drive social behaviour.
Piaget believed that interacting with peers encourages a child to consider others,
expands their acceptance of social perspectives, and reduces their egocentricity. The
result is better social communication. Unlike Piaget, Vygotsky maintained
connections with his colleagues, especially those who were better informed in certain
areas of developing children's intellectual and social skills. Through experiences with
peers, children internalize new thought patterns and social interactions and thereby
generate them independently (Bukatko & Daehler, 2002).

Vygotsky's theory's cultural and historical components serve as examples for

the proposition that context is essential to both learning and growth. Students'
interactions with the people, things, and institutions in their environment alter how
they think. The meaning of concepts changes as they relate to the world. Thus,
"school" is not just a word or a physical structure, but an institution designed to
promote learning and citizenship. A key concept in Vygotsky's theory is the zone of
proximal development, defined as "the difference between the actual level of

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development determined by independent problem-solving and the potential level of
development determined by problem-solving under the guidance of an adult or in
collaboration with a more competent one person" at a distance (Vygotsky, 1978, p.
86). The zone of proximal development refers to the set of activities that a kid can
undertake with assistance from others but cannot perform on their own. The learning
and problem-solving abilities of a child that are still in their undeveloped embryonic
state are included in their zone of proximal development. Teaching that highlights the
value of social context and teamwork. Teachers today try to incorporate his concepts.
Like Piaget's classroom, the Vygotsk Classroom Opportunities for Children to
Actively Participate in the Acceptance of Individual Differences However, the
Vygotsk style goes beyond independent discovery: it encourages assisted discovery.

Therefore, this study tested Vygotsky's idea that a more able peer interacts
socially with a less skilled peer by providing them with an opportunity to learn
successfully from less skilled peers during a learning assignment in their immediate
developmental zone. Peer education is becoming more prevalent in various topics to
aid in students' successful learning.

2.2 Teaching Methods

The attitudes and orientations of the teachers towards certain learning

situations are of great importance for the reaction of the students to learning
situations. Students make more effort in emotionally positive environments and less in
negative environments. The emotional tone of the classroom is the result not only of
what a teacher is saying at any given point in time, but also of numerous additional
frameworks and procedures that educators design in order to build effective learning
environments. Teachers who are knowledgeable about learning and human
development are most suited to start effective learning processes (Arends, 2007). The
current education system uses the following forms of education;

2.2.1 Reflective Teaching

Reflective teaching is built on making deliberate choices based on what you

are aware of about yourself. Although reflective teaching is not part of a constructivist
perspective on learning, its premise is based on constructivist assumptions
(Armstrong & Savage, 2002). Reflective teaching contrasts with traditional teaching
approaches where teachers prepare a lesson, present it to the class, assign homework,

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get comments from the students, and evaluate their progress. Reflective teaching
demands that there not be a one-size-fits-all approach to teaching. Each teacher brings
a unique set of personal experiences to the classroom. Depending on their background
and perspective on the scenario, teachers will interpret situations differently. Teachers
must examine their theories and views about students, subjects, situations, and
learning throughout professional development in order to determine whether they are
accurate.

Henderson (2001) identifies four decision-making-intensive elements of

reflective teaching. Pedagogical choices must take context into account. School,
subject matter, student background, season, and learning objectives are all examples
of context. A flexible curriculum calls for instruction hours that can change according
to the situation. If students don't understand a lesson, there's no point in teaching them
the same way again. Instead, the plans should be revised to make it easier for students
to understand.

Reflective instructors are described as proactive individuals that look for

answers to issues rather than waiting for instructions from others. Instead of opting for
the less than ideal alternative, they persevere until they find the perfect one. They are
moral people who prioritise the needs of their pupils before their own. They consider
what is best for the students, not for themselves. Reflective teachers also carefully
examine the evidence, conducting psychological reviews of classroom activities
according to the students’ need. (Armstrong & Savage, 2002).

Conclusion (Armstrong & Savage, 2002);

 Embrace possibilities for formal and informal professional improvement.
 Draw on one's professional expertise to create a flexible plan.
 Draw on one's own experiences;
 Consider context;
2.2.2 Duration of Teaching

Carroll (1963, 1965) developed school learning’s model that focused primarily
on pedagogically variable learning time. Carroll assumed that learning tasks can be
specified explicitly and that there are reliable methods of determining whether
students have learned these tasks. The key premise is that students learn successfully
until they spend the time they need to learn. Time refers to time spent studying or

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time spent focusing and studying hard. Because it goes beyond the basic behavioural
markers of the past, it qualifies as a cognitive definition. Carroll outlines the variables
influencing learning time and actual learning time within this framework. The
curriculum contains so much information that for certain pupils, the time provided for
a particular sort of study is not the best option. Some pupils are more likely to
struggle with the content and need more guidance when teachers offer it to the class at
the same time. The amount of time spent on certain topics depends on how quickly
pupils pick up new material when they are divided into ability groups.

2.2.3 Mastery Teaching

The concept of formal instruction derives from Carroll's model (1963, 1965)
which predicts that when students have different abilities when all students receive the
same type and amount of training to master a subject, their achievement will vary
(Anderson, 2003). In the Master's course, teachers prepare a set of objectives and a
final exam. A certain level of mastery is established (e.g. A students usually perform
during traditional classes). The teachers divide the program into teach units that
correspond to the goals of the program. Masters students generally spend more time
learning than students in traditional classrooms (Block and Burns, 2001). As school
time is scarce, many master jobs especially tutoring jobs – have to be carried out
outside normal school hours (Peladeau et al., 2003).

2.2.4 Inquiry Teaching

A simple teaching strategy is inquiry-based instruction. Other names for

research approaches include problem-based learning, experiential and constructivist
A sort of inquiry learning, discovery learning can be organised with more
instructor guidance. Collins & Stevens, (2005) created an educational philosophy
based on the Socratic Method a few years ago. The objective is for the students to
engage in argumentation, understand broad ideas, and use them in novel contexts. The
teacher frequently questioned the students as the model was being used. Rules for the
questions include "ask about recognised cases," "choose mode examples for
insufficient factors," "ask misleading questions," and "ask concerning projections that
were made without enough data (Collins, 1977). Students are assisted in developing
broad ideas and applying them to particular problems by the questions that rules
produce.

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2.2.5 Instructional Teaching

Teaching practice and functioning is now recognized as one of the most

productive and effective qualities of school leaders (Khan, 2012). Principals who
practice instructional supervision are instrumental in improving student
achievement, improving teachers' teaching methods, and maintaining student
achievement (Collins, 2016; Memon and Bana, 2005; Waters and Marzano,
2006). Teaching has a strong impact on academic progress (Farley, 2010). As
head of teaching, the director ensures that the framework conditions for
academic work are systematic, stable, focused, practical and accessible. This
means that both parties respect the approach and performance of the teaching
staff, the learners (Ali, Taib, Jaffar, Salleh& Omar, 2014; Gitau, 2016).

School leaders must ensure that all effective means are available: human,
material, financial and informational, useful and effective means for students'
academic achievement to achieve this goal (Abdullah &Kassim, 2011; Benigno,
2017). The behaviour of the school leader has a strong impact on the
performance and tasks of the teachers. School leaders and teachers can bring
about successful change in the school environment through joint and focused
efforts (Sindhvad, 2009). As educational supervisors, school leaders can prove
productive in practice, as long as they are aware of some of the requirements of
the policy and its components (Farley, 2010; Sindhvad, 2009).

2.3 Learning

Akhtar (2007:270) states learning as a recognizable change in an individual's

reaction to a similarly observable situation. The reaction can generally be described as
being moderately long-lasting whenever it has been learned, so learning can be
considered a securing of information or abilities from specific encounters. Pre-
existing abilities and settings may anyway impact the manner in which an individual
learns and this might impact the learning results (Akhtar 2007:268) while planning a
learning program, the learner's experience and setting likewise should be considered
in the event that the program is to find success.

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2.3.1 Learning Methods

Students are provided education through different learning contexts from

which some areas are as under;

2.3.2 Organization and Structure

A topic that is extremely relevant to constructivism is the organization and

structure of the learning environment – that is, how students are taught in groups and
how their time is organized. More activities are available in multidimensional
classrooms, which also allow for a wider range of student skills and accomplishments.
Classes with several dimensions are more in line with constructivist learning theories.
Different task structures, student autonomy, grouping patterns, and appearance on
formal assessments are among the class traits that suggest dimensions.
Undifferentiated task structures are present in one-dimensional classes. The classes
use a limited amount of resources and techniques, and all students work on the same
or related activities (Rosenholtz and Simpson, 2011).

2.3.3 Autonomy

It speaks to how much control kids have over what they do, when they do it,
and how they do it. Low levels of autonomy the classroom are one-dimensional,
preventing self-control and suppressing motivation. Students have more options in a
multidimensional classroom, which boosts intrinsic motivation. When students
participated in whole-class activities or were divided into ability-based groups, social
comparisons became more significant in terms of grouping patterns. When students
work solo or in mixed-ability groups, comparisons are less frequent. Grouping has an
impact on learning motivation and adds to the classroom's multidimensionality.
Grouping has a greater long-term influence if the group remains united and the
students recognise their connection to the group regardless of their performance.
(Pintrich & Schunk, 2002).

2.3.4 Target

Other elements that can impact student perception, motivation, and learning
are present in classrooms. Measures is an abbreviation for some of these, which
include task design, power distribution, student identification, grouping, evaluation
procedures, and time allocation (Epstein, 2010). The design of learning activities and
tasks is a part of the task dimension. Students will be able to focus on what they want

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to achieve if they enjoy studying, are given a variety of challenges, are helped to
create realistic goals, and are given assistance in developing organisational,
managerial, and other strategic abilities. Develop your mastery (Ames, 2012).

2.3.5 Authority

The concept of authority describes a student's capacity to acquire leadership

abilities, as well as independence and control over their academic pursuits. By
allowing students to take part in decision-making, providing them with options and
leadership opportunities, and imparting the skills necessary for them to assume
accountability for their learning, teachers establish authority. When students have
some authority in the classroom, self-efficacy tends to be higher (Ames, 2012).

2.3.6 Recognition

It includes the official and informal use of incentives, praise, and awards,
which has significant effects on active learning (Schunk, 2013). Ames (2012)
suggested that teachers should help students master goal orientation by
acknowledging progress, achievement, effort, and the use of self-directed strategies.
Give all pupils the chance to earn awards, and only utilise personal expressions of
appreciation rather than comparing classmates or highlighting their shortcomings.

2.3.7 Grouping

Group work is particularly beneficial for those who are underperforming

because the contribution to group success creates a feeling of self-efficacy.
Additionally, group work allows more pupils the chance to share the burden of
learning rather than having a small group of students handle everything. Doing your
own work is crucial since it serves as a transparent gauge of your level of
understanding.

2.3.8 Evaluation

Examining students' progress and mastery, letting students revise their work
for better grades, employing a variety of assessment tools, and giving tests in private,
while they are normative, are all examples of assessment techniques for tracking and
evaluating student learning. Students who compare themselves to others perform less
well than their peers.

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2.3.9 Time

Time relates to reasonable workload, teaching pace, and time available to

complete work (Epstein, 1989). Adjusting the time or work demands for individuals
who are having trouble learning is an effective method for boosting motivation and
improving learning. Students should also be given the opportunity to organise their
schedules and development. Giving students greater time management options might
ease their stress about finishing their work and promote the usage of self-control and
self-efficacy learning tools (Schunk & Zimmerman, 2013).

2.3.10 Principals Supervision

The role of the principal in an organization is to oversee the performance of

employees in fulfilling the responsibilities required by the employer (Collins, 2016).
Training managers face the same problems as other leaders in different organizations
when it comes to increasing the effectiveness of the employees they mentor.
According to Pansiri (2008), "teaching" in the context of the classroom includes all
stages of communication between staff and students as well as between staff and the
curriculum. When tutors and their instructors work together, tutoring is successful to
create appropriate programs to enhance student learning (Farley, 2010; Tesfaw &
Hofman, 2012).

Bovalino (2007) found that the school system creates an effective inclusive
environment in which the school principal acts as an effective leader, participates in
academic progress, and continuously shares perspectives (Benigno, 2017). School
leaders must have the expertise and role models teachers need to practice the process
of transformative production. Staffs ask school leaders to act as communicators,
advisors and facilitators to encourage those (Abdullah & Kassim, 2011).

Sergiovanni and Robert (2009) argue that supervision emphasizes the

improvement of teachers' knowledge, expertise, informal decision-making, and
effective problem-solving (Goldhammer et al., 1993). Ghavifekr et al., (2015) found
that school leaders' oversight of instruction has a major impact on shared mission and
clear goals, professional leadership, continuous monitoring of teachers' progress, and
professional development of teachers have schools. The goals of different school
districts may differ, but improving teacher performance is a common goal for teachers
(Kotirde & Yunos, 2015).

17
 Educational leaders have unique goals of instructional improvement and
monitoring to achieve those specific goals. The manager's role is to review, evaluate,
evaluate, and guide employees to ensure the organization is achieving its goals
(Glickman et al., 2001). Output tracking promotes a vision to implement institutional
changes to accelerate improvements (Collins, 2001; Okoye, et al., 2016). School
counsellors can communicate goals set and ideas for school improvement to staff
(Rahimah & Ghavifekr, 2014). This may mean that the education tracking app is
posing as leaders are responsible for school performance. Sharma, Mannan, and
Veeriah (2016) argue that effective and productive leaders are enthusiastic and seek
the help they need. These leaders also promote curriculum and school values that
benefit academic and professional development (Veronica et al., 2016; Robinson,
2015; Hsu, 2007).

2.3.11 Teaching Staff Development

The quality of student learning is directly related to classroom instruction.

Therefore, providing an enabling environment becomes one of the key aspects of
instructional management to encourage continuous instructional improvement (Hsu,
2007). Mentors are responsible for diagnosing teacher development needs and
organizing on-the-job training programs such as seminars, seminars, conferences,
teacher conferences, school visits, etc. Services designed and implemented for
effective staff professional development and supervision manuals (Atafu, 2014;
Grande; 2012). Clabo (2010) defines education as the professional development of
staff, aimed primarily at improving the information and skills of teaching staff and
thereby increasing the school's ability to achieve its goals (Halima, Buanga and Mila,
2010).

Teachers ought to be effectively engaged with the preparation and assessment

of staff proficient improvement projects to accomplish the most extreme help
(Grande, 2012; Udegbunam et al., 2016). While advancing staff improvement
programs is testing, the ability, data, and agreeableness of school leaders are qualities
on which educational systems depend (Atnafu, 2014; Pansiri, 2008). Cooperative
development projects ought to be cautiously arranged, exhaustive, and ongoing
individual and hierarchical improvement programs (Wairimu, 2016).

18
2.3.12 Observational Learning

Instructional monitoring is used to monitor actual teaching practice,

understand teachers' working methods and student performance, meet with teachers
after each visit to review observations, inspire teachers to share their views to express
the lesson data freely. advise teachers on other subjects Description of teaching
mechanisms and teaching activities; appreciation of special improvements in teacher
quality under observation; Advice on resources and training programs where these are
lacking (Atnafu, 2014; Poirier, 2009).

A high level of technical and analytical proficiency is needed for class

tracking. Supervisors need to be qualified to look at what is worth monitoring and
how data is recorded, reviewed and interpreted. It includes exploration, confirmation,
interpretation and evaluation. Each classroom monitoring practice is a new
environment; Communication in the classroom is never the same. Therefore,
regulators must remain vigilant when incidents occur (Ngware et al., 2010).

Pajak (1989: 210) summarizes observation as the phase in which the

supervisor observes the event in which the expected response occurs. Similarly, Dube
(2007) states that classroom monitoring is a method that helps teachers improve their
practice by uncovering specific requirements that need to be met in order to meet their
basic personal and professional needs.

2.4 Current Teaching Methods in Pakistan

At present, teaching through exposure in Pakistan is one of the most well-

known and widespread teachings in the Pakistani education system. With this
strategy, information is transmitted exclusively from the information source to the
learner. Although the teacher is frequently the source in a classroom, the source can
also be in the form of literature, media, or other individuals. Students are essentially
seen as passive information consumers in this approach. Lectures, demonstrations,
group readings, and audio-visual presentations are typical types of explanatory
instruction.

Resource efficiency and effectiveness are also characteristics of explanatory

teaching. For example, a single source, a teacher, can provide needed information to
groups of hundreds/thousands of students at the same time. The available space and
the state of the art will be the determining factors. The person lecturing, giving a

19
demonstration, or delivering an audio-visual presentation is probably the most
knowledgeable person in the field. In an hour or two presentations, students have
access to material that would require hours of library searching and reading, making it
works well for both the learner and the course provider.

Teachers might feel confident that they have covered the lesson by giving
clear instructions. The course objectives, at least in terms of information delivery,
have been met, and course participants have been made aware of the course intent, if
they have control over how the content is delivered. Of course, the ultimate effect of
learning depends on the learner. However, explanatory teaching also has many
limitations. These methods emphasize the passive learning behaviour of the students.
According to psychological studies, passive learning techniques can be unproductive
since some students may not feel a strong connection to the subject matter.
Psychological studies have also revealed that knowledge from various sources,
especially lectures, has a tendency to have low retention rates over time. When
material is presented incorrectly in expository teaching, learning outcomes drop
significantly.
Finally, students receive immediate feedback and therefore do not know how
accurate their learning is. Students participating in distance learning formats indicated
that they prefer external learning formats that offer faster feedback and opportunities
to interact with teachers. Overall, deepened instruction is very effective in utilizing
instructional resources and mastering instruction, but is often less effective in student
learning.
2.5 Peer

According to Bukatko & Daehler (2001), Peers are individuals who are
roughly your age and developmental stage. A separate dominant-subordinate
hierarchy governs parent-child interactions that promote socialisation of the kid by
using parental authority to impart knowledge about social norms and behaviours.
However, peers frequently behave similarly to their peers, and it is only via peer
interaction that kids can learn social skills like compromise, rivalry, and collaboration.
Peer experiences thus offer unique opportunities for children to develop social
understanding and develop social skills. Peers have a unique impact on a child's
growth. Children engage more freely and equally with their peers, even though their
ties with their parents are more solid and long-lasting than those of their peers.

20
Children now have a fresh possibility for interpersonal experimentation and
exploration because to the greater fluidity of peer connections. Most importantly, it
awakens a fresh sensibility that lays the foundation for the development of
interpersonal skills and the ability to link with others family (Bukatko & Daehler,
2001).
2.5.1 Parents as Peer Promoters

Parents can have a range of effects on their kids' connections with their peers.
The youngster first acquires abilities that aid in interacting with other kids while
serving as a partner. Additionally, how parents currently engage with their kids has an
impact on how they act around other kids. As coaches or educators, parents can also
have an impact on how their kids interact with their peers (Bhavanagri & Parke, 2005;
Lollis & Ross, 2007; Petti & Mize, 2008). On the best ways for their kids to interact
with their peers, they can offer counsel, encouragement, and support. The provision of
opportunity for peer engagement by parents is a third method in which they have an
impact on their kids' peer relationships. Peer interactions among children are vital for
parents to support, but they can also have an effect on parents. For instance, a child's
playmate's parents might be good friends with the child's own parents. Mutual effects
are typical in development, as they are in other fields.

2.5.2 Peer Group as Reference Group

No matter how unappreciative or uninterested other groups may find him or

her, everyone wants to appear respectable in their eyes. The affinity group is the
setting in which he hopes to be recognised and accepted. She observes herself through
their eyes, evaluates herself in accordance with their opinions, and absorbs their
attitudes and aspirations. The majority of people participate in many affinity groups.
When a person is young enough, their family is frequently their top priority. Then
speak with their peers, neighbours, teachers, and fellow students. Their age range is
often very large when they hit puberty and is most useful as a reference group when
they are between 15 and 20 years old.

Peer groups help young people become independent from adults, especially
their parents. Peer groups for teenagers appear to act as a form of shock absorber in
the interaction between youth and adults. It shields children from overly rigid
expectations of academic or adult behaviour, but it also compels them to behave more

21
responsibly. The social rank hierarchy of society as a whole is also reflected in peer
groups. In addition to adult cultures, there are social class disparities in child and
adolescent communities as well.

2.5.3 Play, Peers and Pathology

Interacting with their peers provides children with an important opportunity to

acquire specific social abilities. They are crucial for the child's social development as
well. They are crucial in helping kids gain self-control and the capacity to deal with or
alter undesirable behaviour (Berndt & Ladd, 2001; Rubin et al., 2003). Playful
imagination has been linked to sharing, cooperation, independence, and social
maturity in addition to self-control, low impulsivity, and low aggression (Rubin et al.,
2003). Furthermore, compared to children who lacked imagination, children who
spontaneously used their imagination during play were more likely to exhibit a wider
range of emotions, including more positive feelings. They are more likely to display
happiness, grin, and interest in new things while also expressing enjoyment of play
and interactions with their peers (Singer & Singer, 2004).

2.5.4 Peers as Guides and Instructors

Peers offer chances to socialise, form bonds with others, and have a sense of
belonging (Zabatany et al., 2009). As kids spend more time with their classmates,
these traits become more crucial (Larson & Richards, 2011). Peers offer a setting for
instruction and teach as well (Zarbatany et al., 2009). Western societies are a good
example of this, where kids learn skills through sports and play with their friends or
through academic tutoring; in some other cultures it is even more dramatic, such as in
India and many African countries, where they are cared for by older siblings and
peers and caring for young children (Whhiting and Edwards, 2001).

2.5.5 Peers and Self-Development

By acting as a standard against which children judge themselves, peers can be

crucial in assisting youngsters in developing self-esteem. Because children have few
objective ways of assessing their own qualities, values, and abilities, they look to
others, especially their peers. They measure themselves against others through social
comparisons. Research has shown that the use of social comparison by children who
use peer groups as a means of self-assessment increases significantly in early

22
elementary school (Harter, 2008; Ruble, 2011; Zarbatany, Hartmann, & Rankin,
2009).

2.5.6 Peer Statuses

Five categories of peer status have been established by developmental

psychologists: famous children, common children, ignored children and contentious
children (Wentzel and Battle, 2001). Many young people fret about being famous.
Kids who are popular are frequently referred to as best buddies and are not frequently
despised by their peers. Popular kids are good at giving positive reinforcement,
listening intently, keeping the lines of communication open with their peers, being
cheerful and like them, demonstrating passion and caring for others, and being self-
assured without being arrogant. Although they are rarely described as best friends,
peers don't despise neglected kids. Children who have been rejected are frequently
openly despised by their peers and are rarely referred to as closest pals. People
frequently describe controversial kids as their best friends and pet peeves (Santrock,
2006).

Children who are rejected experience more severe adjustment issues than
those who are ignored. Aggression against their primary school peers is the most
significant factor determining whether rejected youngsters would misbehave or drop
out of school. The majority of rejected children exhibit aggressive, impulsive, and
destructive behaviours, however 10–20% of rejected children are genuinely shy. Not
all abandoned children are combative (Sandstron & Zakriski, 2004). While about half
of the associated traits of aggressiveness, impulsiveness, and destructiveness underlie
rejection, about 10-20% of rejected children are shy.

2.5.7 Peers as Reinforces

In addition to imitating certain behaviours, peers actively reinforce the

behaviours of their friends. Peers make it obvious which social behaviours they accept
and reject, and these signals can encourage or restrain a child's behaviour. Therefore,
peers have a significant impact on one another through their behaviours. (Bukatko &
Daehler, 2005).

2.5.8 Peers as Models

The likelihood that the observer would imitate the behaviour of the model
increases with the degree of resemblance between the model and the observer. Peers

23
are thus the greatest candidates to promote imitation in kids. Middle childhood sees a
decline in peer imitation, whereas early life sees an increase. The aptitude of the role
model as viewed by the observer's child, particularly when it comes to new abilities or
behaviours, is a significant factor affecting imitation. Children choose more mature,
approachable role models, especially in social behaviour, who share their background
and interests. Children may copy capable peers as role models because they feel that
their peers' behaviours are more appropriate for them (Bukatko & Daehler, 2005).

2.5.9 Peers as Agents of Socialization

Peers are a source of knowledge for kids about what the social world can and
cannot do, much like parents, teachers, and the media. Some greater sources of
evaluation on desire and undesirable behaviour because children have such a diverse
range of social contacts with their peers. Peers engage in two primary types of
interactions with one another: reinforcement and role modelling. Peers also reflect the
values of society as a whole in their behaviour (Bukatko & Daehler, 2005).

2.5.10 Peer Group and the School

Schools promise to help children build a bridge between the world of children
and the world of adults. To a certain extent, this is the expressive function of the
school as a social institution. Although the family also performs this duty, a key
distinction between the two is that while families raise children to adulthood, schools
raise them as groups rather than as individuals. Within the context of peer groups, the
impact of the school on each individual child is always controlled. From this
perspective, schools and peer groups are inextricably linked in terms of their impact
on children.

2.6 Peer Teaching

Lessons are essentially cognitive learning time between an expert and a

beginner. Classes can be between adults and children or between more educated and
less educated children. One-on-one tutoring is a successful method that can help many
students, especially those who struggle in a particular subject. Unfortunately, some
kids require more individualised assistance than teachers can offer. This irritation can
be lessened by using tutors, volunteers, and mentors in the classroom (Shamir &
Tzuriel, 2004). Peer teaching involves one student instructing another. In peer
education through the ages, the peers are older. In peer education, peers are

24
classmates. Inter-age peer education is generally more effective than same-age peer
education. Older peers are more likely to be competent than their peers, and being
tutored by their peers is more likely to bore students and lead to negative social
comparisons. According to research, peer education frequently raises students'
academic achievement. Sometimes the tuition is advantageous to both the tutor and
the pupil, particularly when the senior tutor is a subpar pupil. One of the most
effective methods to learn is to teach others (Santrock, 2006). There are several
academic interventions that are peer-mediated that can successfully improve students'
academic functioning. Some of them are described below:

1. Acknowledge and support all members included.

2. Should be master for the material to be conveyed
3. Achievement
4. Tutors are students who have better than expected abilities in the class.
As should be visible from the accomplishment/learning results are
positioned 1-5.
5. Have the force of creativity.
6. Can communicate well.
There are several academic interventions that are pre-mediated that can
successfully improve students’ academic functioning. Some of them are described
below:

2.6.1 Peer-Based Reciprocal Teaching

According to Vygotsky (1987), this kind of instruction calls for a teacher to

engage in conversation with at least 2-4 pupils or a small group regarding certain
textbook material. The dialogue comprises of four cognitive domains—questioning,
clarifying, summarising, and predicting—based methods. Students in elementary and
middle schools who were taught by their peers fared better in reading comprehension
than those who received other types of instruction (Leaders, 2002; Rosenshine &
Meister, 2004). With continued use of this method of instruction, students will
gradually develop a sense of responsibility for comprehending the information
contained in texts. When studying in groups, students are significantly impacted, and
they need a high degree of competency to stay up with their classmates.

25
2.6.2 Peer-Based Cooperative Teaching

As long as they focus their assistance in the kid's area of proximal

development, additional professionals and peers can support child growth, according
to Vygotsky (1987). Although peer interaction can influence cognitive changes,
Piaget did the same. In fact, he contends that peer debates are more beneficial than
adult discussions because youngsters may only superficially accept adults'
authoritative viewpoints without conducting a critical analysis (Tudge & Winterhoff,
2003). Peer cooperative effort is utilized in numerous classrooms today; however,
there is developing proof that it just advances improvement under specific
circumstances. A key component is cooperative realizing, where a little group of class
fellows pursues a shared objective. Struggle and conflict appear to issue not exactly
the degree to which friends help other people accomplish between subjectivity by
figuring out individual contrasts in assessment and obligation and adjusting
misconceptions with adequate point-by-point clarifications (Webb, Troper et al. Fall,
2005). Regarding Vygotsky's (1987) theory, students demonstrate better planning and
problem-solving skills on the above tasks when their peers are experts (Azmitia,
2008).

Vygotsky's theory of how adults contribute to student learning was discussed

by Moll in 1994. Development and learning are connected by Vygotsky's idea of
cultural communication. According to Vygotsky (1987), education is essential to both
cognitive growth and human social and cultural activities. Her research focuses on the
social and cultural predispositions of personality formation. According to Vygotsky
(1987), a significant component of the educational process is the collaboration
between adults and children. What the child can learn with assistance should be
included in education that is developmentally appropriate. Activities that go beyond
independence yet fall within the purview of recent advancements should be provided
by teachers. Adults have a crucial role in determining if the child's current
environment presents an acceptable amount of challenge. To fully benefit from the
proximal developmental zone, adults need appropriately use magnification. Learn
something that is above the capabilities of a child because zooming is not the same as
speeding up. The main goal of education is to create the social environment (or zone
of proximate development) necessary for the mastery and deliberate application of
these cultural skills. Our means of communication are speaking, writing, and using

26
these cultural tools. According to Vygotsky (1987), the social organisation of
classroom instruction and thinking are intimately related in terms of how students
learn in a classroom. Instilling knowledge into children's minds is a shared experience
between adults and children, not simply adults (Charlesworth, 2004).

2.6.3 Peer-Assisted Teaching

Peer-assisted learning has received greater attention recently as a result of its

close linkages to constructivism, particularly social interaction-focused theories. The
importance of the social environment, especially peers, in the development of
knowledge is emphasised by Vygotsky's theory (1978, 1987). In addition to
improving learning results, peer-assisted learning can increase social and intellectual
motivation in the classroom (Rohrbeck et al., 2003). Academic learning is important,
and peers who stress this point inspire others in a social situation.

Due to its close ties to constructivism, particularly models that place an

emphasis on social interaction, peer-assisted learning has attracted more attention in
recent years. The social environment, especially peers, plays an important part in
understanding development, according to Vygotsky's theory (1978, 1987). Peer-
assisted learning can improve academic performance, as well as social and academic
motivation in the classroom (Rohrbeck et al., 2003). Academic learning is valued
when it is communicated by peers, and this value can inspire others in a social setting.

2.6.4 Peer Cross-Age Teaching

There are several benefits to peer teaching and all-age education over
conventional teacher-centred educational methods. Studying in pairs allows students
to spend more time actively engaging with the topic. They can find motivation to
learn by helping others and taking responsibility for their own learning. Studies have
demonstrated that a range of peer tutoring integrated educational programmes with
mixed-age groups can improve academic achievement, raise self-esteem, and reduce
the likelihood of dropping out. For students that struggle academically and have
learning issues, these techniques have been successful.

2.6.5 Characteristics of Peer Teaching

Vygotskian (1987) has described 6-characteristices of Peer Teaching in

his cognitive theory which are mentioned as under;

27
 1. Organization: Occurs in cross-skilled children of the same age. Teachers
can work simultaneously with students on "problems" they wish to work
on, so there is no prep time.
2. Cognitive Development: Will be filled in for the tutor during the
learning process. As a result of the co-construction, tutor and student
appear in the interactive process.
3. Expected Elements Of Discourse Expected: Giving of explanations and
slicing together of ideas.
4. Meta-cognitive Developments: Will be filled in for the tutor during the
learning process. As a result of the co-construction, tutor and student
appear in the interactive process.
5. Affective Development: Occurs before birth due to being assigned a
teacher role. As a result of the teaching process, the supervisor and the
student are executed.
2.6.6 Significance of Peer Relationship

The social development of learners is effected by their homes and schools. Be

that as it may, the classroom is most importantly a "social" place, where students
consistently collaborate. As a matter of fact, for some students, spending time with
friends is a higher priority than doing class work. Students in the lower grades of
elementary school see their friends basically as a source of entertainment;
subsequently, their relationship with their friends is shallow. Friendship has a
component of trust as students enter the later phases of grade school. Peers will quite
often figure they can trust one another. As children share their fantasies and deepest
privileged insights, they foster increasingly close fellowships (Ormrod, 2004). In the
midst of trouble and confusion, students frequently go to their friends for daily
emotional support. Particularly in optional school, peers likewise convey a feeling of
the local area - a feeling of "having a place" at a grouping. Furthermore, close
friendships support confidence and assist students with better understanding others.
By sharing their considerations and sentiments, students might find that they are not
generally as interesting as they once suspected. Most students need to be
acknowledged by their classmates. They request their classmate's approval and
change their way of behaving likewise. A student’s peers will generally encourage
specific ways of behaving and beat others down. Luckily, peers frequently support

28
helpful characteristics like honesty, reasonableness, participation, and a sense of
humour. Yet, you can encourage students to take stereotypical gender-specific ways
of behaving (Shamir and Tzuriel, 2008).

This similarity causes what is happening in which a child can start to foster a
helpful way of behaving, a feeling of correspondence, and compromise techniques. At
the point when students frequently annoy or estrange others, their peers seldom give
them productive criticism that would assist them with working on their conduct in
later circumstances (Ormrod, 2011).

2.6.7 Challenges in Peer Teaching

The value of peer teaching as a successful learning methodology is

convincing, not withstanding, there are a few difficulties expressed in the literature
that could hinder the learning process.

The preparation and execution of peer teaching may disclose expected

entanglements, which might require audit and changes of specific angles en route. To
stay away from a portion of these entanglements, it is essential to orchestrate suitable
partners and focus on preparing peer teachers also, to explain common sense courses
of action (Ross and Cameron, 2007).

A study by Bulte et al. (2007) found that in spite of the way that learning was
upgraded by friendly and mental compatibility, students were as yet worried that peer
teachers may not mirror the information on an accomplished master in the field.
Besides, in a less proper showing climate, the peer teachers experienced issues
assuming command over the grouping as they were viewed less in a serious way. This
additionally affected their objectivity while assessing and assessing their peers. A few
ideas made by the students were that they get training on the most proficient method
to teach for effective group learning and direction on taking care of challenges inside
peer education.

Another variable that might be obstructive to the learning process is social

loafing. Social loafing or free riding is when individuals inside a gathering evade their
responsibilities in the expectation of acquiring from others in the gathering
(Aggarwal, 2008). Typically, this happens when the grouping size is excessively
enormous and group individuals are not recognizable or group individuals are not

29
assessed independently. This could be diminished by assessing and giving criticism to
incorporate every person inside the group (Torre et al., 2016).

2.6.8 Advantages of Peer Teaching

Here are some advantages of peer teaching.

1. Motivation for Student-Tutors:
Learning by teaching is thought to students who become peer teacher for their
friends since when they are approached to teach, they attempt to master the
material to teach other people. They additionally figure out how to show their
class fellows. For this situation, it will develop confidence and makes a deep
satisfaction in helping other people, creates relational abilities, gives
encounters and fosters a feeling of responsibility.
2. Instructive Advantages for the Students Tutees:
Peer teaching likewise enjoys benefits for the tutees in education including
more dynamic, intuitive, participative learning, prompt criticism, brought
down tension, and more noteworthy student responsibility for growing
experience. Peer teaching helps less high-level students in their learning as
Stephen J. Gaies expressed that students who ace material all the more
leisurely can get extra openness to material through little group work with a
tutor.
3. Motivational and Attitudinal Advantages for Tutee:
Inspirational and attitudinal additions can incorporate extraordinary
responsibility, confidence, self-assurance and sympathy with others. Chime
laid out intricate ordered progressions by which in each class there were
pairings of peer teachers and students, commonly 12 additional capable
students matched with 12 less capable, with an associate teacher who taught
and managed guides. Thusly, the classmates were generally regulated by a
teacher’s responsibility regarding student progress and classroom discipline.
Be that as it may, the aides and teachers themselves matured somewhere in the
range of 7 and 14 years old. The orders were finished by sub-endlessly ushers,
who were at last mindful to headmasters. Chime was a really momentous
teacher who perceived the many benefits of peer teaching, as far as
educational progress as well as in the superior confidence of all included and
the gathering further developed discipline in the classroom and school overall.

30
 For mentor Chime understood that a long way from being kept down in his
studies, the guide definitely more effectively learns his example than if he had
not to instruct it to another. By showing he is well taught.
4. Social Psychology , Financial and Political Advantages of Peer Teaching:
Students become mindful of their social dynamic. Topping announced that in
peer teaching, social isolation may be decreased, the usefulness of the subject
displayed, and desires raised while fighting any overabundance of the
individualistic contest between students. A study by Moust and Schmidt found
that students felt more interested by their lives and characters, and were less
dictator, at this point more centred around evaluation. Financial benefits of
peer tutoring could incorporate the chance of showing more students all the
more actually and liberating staff time for different purposes. Politically peer
teaching gives the administration of figuring out how to the students in a vote-
based way, looks to enable students as opposed to de-expertise them by
reliance on impersonation of an expert culture, and could lessen student
disappointment and distress.
2.7 Academic Achievement

Cary, Roseth, David and Roger (2008) characterize academic achievement as

the performance of a task with measures including appreciation, quality and precision
of replies to tests, quality and accuracy of critical thinking, frequency and amount of
the ideal result, time or rate to the arrangement, time on task, level thinking and
decisive reasoning, innovativeness, review and maintenance, and move of
undertakings. (p.29) Academic achievement refers to an effective achievement or
performance in a specific subject of knowledge and is indicated by grades, stamps and
scores of descriptive commentaries. Academic performance likewise alludes to how
students manage their studies and how they adapt to or complete various tasks given
to them by their teachers in a proper time or academic year Dimbisso, (2009). Ferla,
Martin and Yonghong (2009) utilize the thought of academic self-idea referring to
people's information and perceptions about themselves in academic achievements,
and convictions that they can effectively perform given academic undertakings at
assigned levels.

31
2.7.1 Factors Affecting Academic Achievement

Various factors have been given for the poor achievement of students.
Rothstein (2000) fights that learning isn't simply a consequence of formal
coaching yet likewise of organizations, families and mates. Monetary and socio-
social powers can impact learning and thusly school achievement. Following are
a couple of components.

1. Home-Related Factors
Whether a child performs well in school can be impacted by a scope of
family factors. These incorporate financial status (training, occupation and pay),
size of the family, kind of discipline at home, family structure, and the degree of
parental contribution and interest in kid tutoring are factors which influence
performance in school.

Engin-Demir (2009) contended that sizable research has reliably shown

that students'' academic achievement has been affected by the foundation of
family qualities, for example, the financial status of parents. Schiller, Khmelkov
and Wang (2002) additionally contended that parents who have more education
show up better ready to give their youngsters the academic and social help
significant for instructive achievement when contrasted with parents with less
taught. Acheampong (2000) referred to in Avotri et al., 1999), for example,
observed that the educational status of parents was a central point in deciding a
youngster's academic achievement. This finding confirms of Johnson and Kyle
(2001) concentrate on parental education, especially the mother's education
impacts kids' school achievement. This finding confirms Johnson and Kyle’s
(2001) concentrate on that parental education, especially the mother’s training
affects children’s school achievement. Fertig and Schmidt (2002) likewise found
that the mother's education greatly affects the child’s learning generally,
however that father’s training turns out to be more significant when they have
accomplished tertiary levels. Fuchs and Woessmann (2004) tracked down
parental education and occupation to affect perusing than arithmetic grades.
They expressed that parental occupation and having no less than one parent with
an everyday occupation critically affects student academic performance. All in
all, youngsters with an elevated degree of parental training have more
noteworthy admittance to a wide assortment of monetary and social assets

32
(family structure, home climate, parent-kid connection) that can be attracted
upon to assist their youngsters with prevailing in school (Coleman, 2006;
McNeal).

2. School Related Factors

A few school natural variables have for the most part been recognized as
impacting academic achievement. These include the accessibility of educational
materials, school area and nature of the actual offices, class size and student
teacher proportions, teacher capability and experience, and management.
Educational materials give data, arrange the extension and succession of the data
introduced, and give potential open doors for students to utilize what they have
realized. Students generally perform better when they have books or study helps
to cultivate their learning. This review helps or material assets could be course
books, teacher’s guides, wall pictures, guides, chart books and other learning
helps. The accessibility and utilization of teaching and learning materials
influence the viability of a teacher’s lessons. Furthermore, the school area and
nature of the actual structure impact the performance and achievement levels of
students Danesty (2004, referred to in Yinusa and Basil, 2008) studied that
school can produce better academic achievement with suitable sitting plan.
Engin-Demir (2009) contend that going to a school with a superior actual climate
is related to expand maths scores. Adepoju (2001) found that students in urban
schools manifest more splendid exhibitions than their provincial partners.
Likewise, Ogunleye (2002) detailed a massive distinction in the achievement of
students in urban peri-urban regions. Class sizes have additionally been
distinguished as determinants of academic achievement. Reviews have shown
that schools with more modest class sizes perform preferred performance over
schools with bigger class sizes. Fabunmi, Brai-Abu and Adeniji (2007), for
example, showed that three class factors (class size, understudy homeroom space
and class usage rate), when taken together, resolved essentially understudy
academic achievement in Oyo state, Nigeria. Essentially, Salfi and Saeed (2007)
found a huge connection between school size and student’s achievement in
Pakistan. They uncovered that little schools performed better compared to
medium and huge schools. In 2001, Tremblay, Ross and Berthelot viewed the
class size as contrarily connected with achievement, particularly for children in

33
early grades. Adeyela (2000) found that huge class size is unconducive for
serious academic work. Moreover, schools with powerful management of
teaching and learning exercises have elite performance rates. This would prevent
teacher non-appearance and further develop showing in the schools. Assuming
teachers are available and continuously following customary visits of circuit
bosses, students would be tested to change their perspectives toward school.

3. Student Characteristics
A few pupils‟ qualities have by and large been distinguished as effects to
their academic achievement. These incorporate time with books and schoolwork,
participation in school, pupils‟ disposition towards tutoring, pupils‟ self-idea
and inspiration, wellbeing and dietary status of students. As suggested by Engin-
Demir (2009) students who work hard in doing their homework and give a lot of
time on their grade get good results. How much time students put resources into
schoolwork and other related exercises has additionally been viewed as firmly
connected with inspiration. Head servants (1987, cited in Etsy, 2005) viewed
schoolwork as related to academic achievement. That's what he expressed
"schoolwork bore a positive relationship with learning results when it is
applicable to learning targets, relegated consistently in sensible sums, very much
made sense of, persuasive and gathered and evaluated during class time and
utilized as an event for criticism to understudies" (p. 3). Likewise, school
participation has a high connection with individual academic achievement. The
outcome of a student in the school is predicated on normal school participation.
As per Allen Meares, Washington and Welsh (2000) unfortunate participation
like delinquency or unexpected no-show from school, playing hooky, lateness,
and leaving school without authorization is viewed as significant in deciding
pupils‟ scholarly. Powerful (2003) contended that there is a negative connection
between student academic achievement and work during school hours. As Beam
and Lancaster (2003) inferred that time spent working adversely affected
schooling factors with minimal effect debilitating at more significant levels of
review hours. Uneven interest in work and instruction overburdens students and
frequently prompts unfortunate academic performance. Some researchers have
examined the basic influence of learner mind-sets on learning regarding their
academic achievements. Pupils‟ mentalities like nonattendance, delinquency,

34
unruliness, can affect their exhibition. Self-idea concerns the gathering of
considerations and convictions that a student has about his/her scholarly
capacity. Self-idea results from the pupil’s assimilation of his social picture. It is
created from various connections with social conditions and specialists.
Extraordinary significance is doled out to the student's mental self-portrait and
the acknowledgement or dismissal by others (Diaz, 2003). This element has
additionally been explored by a few creators, as respects the connection between
self-idea and academic achievement. Edwards (2002) found that self-concept
preferred to predict performance over factors like age or students’ direction.
Another individual variable most contemplated is an inspiration. Inspiration is
viewed as the component that starts the pupil’s own contribution to learning. At
the point when a student is emphatically roused, all his work and consideration
are coordinated toward the achievement of a particular objective, consequently
bringing to bear all their assets (Diaz, 2003). In connection students’ academic
achievement inspiration is impacted by the student's‟ view of parental help and
association. As per Engin Demir (2009): Students‟ discernments that their folks
are involved and intrigued by their tutoring and urge them to do well are
decidedly connected with academic achievement. Through their contribution,
guardians pass on the message that school is significant and furnish their kids
with positive profound encounters corresponding to school.

4. Teacher-Side Factors
A few teacher factors affect academic performance. These remember teacher
participation in school, teachers‟ interest and inspiration, and showing viability and
techniques for instructing. Teacher routines in school are significant as far as both
children's admittance to training and the idea of that entrance. A far-reaching issue of
instructor non-attendance is probably going to add to unfortunate student
achievement. Delay went from five minutes dependent upon one and a half hours.
This implied showing time was lost, teachers showed fewer school subjects (for
example shown mostly English and Science out of 10 subjects), and they shortening
of the school day for students. Delay and non-attendance influence the fruition of
schedules. At the point when the schedule isn't finished, students find it hard to
comprehend the substance that will be shown in the following class which established
as a rule depends on the past class (Etsey, 2005). This statement upholds Pryor and

35
Ampi’s (2003) view that most youngsters don't follow school work since they don't
have the comprehension from past work that is essential for the schedule of the
greater grades of elementary school and junior optional school. Both truancy and
delay Bennell and Akyeampong (2007) call attention to are suggestive of school
systems that can't oversee teacher actually, have powerless instructors in the board
structures, and can't give motivators to spur educators to work on their perspectives to
work. Another component is teacher inspiration. An exceptionally energetic
individual invests the most extreme energy into their work. Ofoegbu (2004) connected
the unfortunate academic performance of students to poor teachers'‟ execution as far
as achieving the showing task, negative perspectives to work and unfortunate showing
propensities which have been credited to unfortunate inspiration. Dear Hammond
(2000) found that teacher quality attributes, for example, certificate status and degrees
in the subject to be teaching are extremely huge and decidedly corresponded with
subject results. Moreover, Abuseji (2007) viewed a teacher capability as the second
most powerful causal impact on a students’ achievement. Its immediate and circuitous
impacts represented 4.37 per cent, and 5.00 per cent of the complete impact on
students‟ achievement in science in Lagos state, Nigeria. Jacob and Lefgren (2006)
tracked down a positive connection between powerful instructing and academic
achievement. Likewise, Adediwura and Tayo (2007) propose that compelling
teaching is a huge indicator of students' academic achievement and reason that
successful showing produces students of higher achieving quality. Akiri and
Ugborugbo (2009) showed that successful showing delivered better-performing
students.

2.8 Previous Studies on Academic Achievement and Peer Teaching

Numerous studies have been done on the advantages that cooperative problem
solving has for kids' cognitive, social, and emotional development. Children who
work cooperatively with their peers investigate concepts, reflect on and reorganise
knowledge, and take responsibility for their learning—all of which support the
academic acquisition of content-related knowledge and skills. Some relevant studies
at international and national level are:

36
2.8.1 International Studies

Peer tutoring for ESL and struggling readers was explored by Stephen
Houghton and Alan Bain in 2002. The training for teaching English as a Second
Language (ESL) to eight peers was given to eight below-average fourteen-year-old
readers. Ongoing data collecting demonstrated that peers effectively applied the
tutoring behaviour, and throughout the course, both peer tutors and ESL readers saw
statistically significant improvements in reading comprehension and accuracy.

In their 2005 study, Krauss and Lisbeth looked at Vygotsky's idea of the zone
of proximal development and how it may be used to help children improve their
reading, writing, and abstract thinking skills as they consider their own lives, those of
others, and the world around them. Students show improvement in word recognition
and fluency, and they evaluate their own reading development.

Cesar (2002) examines interaction in mathematics education: bridging ideal

and practice for inclusive education and the role of social interaction in knowledge
acquisition and capacity mobilization. According to the statistics, peer engagement is
a highly effective strategy for fostering students' socialisation, socio cognitive
development, and academic success. Peer interactions can be examined to learn more
about how they affect student growth and information acquisition. Collaboration is
also a powerful tool to achieve the ideal of inclusive education.

Johnson and Valerie (2002) examine the complexities of peer guidance and
the empowerment of children's thinking. In a variety of situations, including
elementary and high school classrooms, kids are adept at assisting their friends. This
exploratory study sought to ascertain if preschool specialists who had prior task
expertise volunteered to assist novices who had no prior task experience as they built
houses out of blocks in pairs. Among the participants (ages 3-5) were 28 pairs of
children. Analyse whether experts (N = 28) help novices and what kind of coaching
they offer. Experts lead beginners in various ways to help without advice. Experts
offer non-verbal rather than verbal help, the most common of which is to model how
blocks are combined. Verbal cues from experts vary; Beginners are most often
advised to look at specific parts of the house. Instructions given verbally are more
likely to be motivating than discouraging. Pre-schoolers under the age of 3 exhibit

37
various orienting abilities. These findings highlight the value of creating learning
settings in preschool courses that support ad hoc tutoring.

Esteve (2005) looked at therapeutic integrity and mutual peer orientation in

elementary school students. The goal of this study was to create a peer counselling
method that works effectively and can be implemented with little instructor
participation by utilising peer guiding and counselling techniques that have been used
for years in the classroom. Students are in charge of initiating tutorial sessions,
gathering information, assessing their performance, and administering rewards.
Advisors, not teachers, grade and keep track of the students' work. The outcomes
demonstrated how accurately and honestly the pupils carried out the reciprocal peer
tutoring programme. As a result, kids are now more likely to form opinions.

Shannon (2005) looked at how peer coaching and self-monitoring treatments

affected students' oral reading abilities. The effectiveness of peer mentorship and self-
monitoring interventions for fourth graders under the supervision of fourth graders
was evaluated using a number of participant-designed baselines. As determined by the
curriculum-based measurement reading probe, the results showed that for three of the
four participants, the mean number of properly read words per minute increased from
baseline to the intervention period. In addition, there was a mean reduction in error
between the baseline and the intervention phase for three of the four subjects.

According to Jo and Almarzouqi (2006), peers in the form of mentors may not
always provide a good framework due to the lack of skills and experience of mentors,
usually when the mentor is young. Students acting as mentors must receive
appropriate guidance on counselling activities. Education researchers try to improve
students' learning outcomes by introducing innovative methods. Learning outcomes
vary; Therefore, researchers divide learning outcomes into three broad categories of
cognitive, psychomotor, and affective domains and term this categorization cognitive
learning outcomes into six sublevels. A researcher working with learning will often
describe his findings on par with these cognitive domains. Three of the four subjects
had significantly different statistics. Additionally, more intervention data points than
baseline data overlapped one another, as measured by percentage, as opposed to the
reverse. The participating students and teachers rated consumer satisfaction
positively. All of the participating students thought peer counselling was a fair
intervention and that it would improve their academic performance. Additionally, peer

38
counselling was deemed a suitable and beneficial intervention for students based on
instructor evaluations. The intervention's methods were well-liked by the teachers.
Additionally, according to teacher evaluations, these educators would advocate for
and carry out the intervention with other educators and children. These educators
concur that a variety of students can benefit from this intervention.

In a pilot study, peer coaching was used as an intervention for anxious

teenagers in all age groups by Campbell, MA (2008). Up to 18% of teenagers suffer
from anxiety disorders, making them the most prevalent psychopathology in this age
group. This study presents findings from a tiny pilot study that attempted to encourage
nervous adolescents using a carefree programme and a cross-age peer coaching
method. These fearful middle scholars would organise events for the teachers, send
fearful elementary pupils to high school for a semester and more and then deliver
those activities to younger students every week during the next elementary school
semester. Although middle school students' scores on self-reports of anxiety
decreased, there was no significant difference in self-reports among elementary
school students. However, primary school parents reported significantly less anxiety
in their children.

Parkinson and Michael (2009) looked at how performance in supplemental

math classes was affected by peer-assisted learning support (PALS) which have long
been used successfully in higher education in the United States. However, few well-
controlled studies have been able to verify the potential confounding effects of student
skills and experience, and the "voluntary effect". Before the coaching, the groups of
trainers and non-trainers were very similar. However, after an orientation semester,
there were significant and significant differences between taught and unskilled
students. Tutored students progressively improved their performance on internal
calculus tests, with significantly higher test scores (greater than 13%) in chemistry
and calculus and significantly lower error rates than unsupervised students. Student
progress has improved significantly.

In their 2009 study, Heng-Yu Ku and Yi-Chia Cheng looked at how mutual
peer counselling affected students' academic performance, motivation, and attitudes.
The four parts of the technique training course were randomly assigned to a non-RTR
group and an RPT group. The RPT group was then randomly divided into groups to
provide mutual mentoring and support, whereas the non-RPT group worked alone.

39
According to the findings, there were no differences between the RPT and non-RPT
groups in terms of student achievement or motivation. The results on student attitudes
showed that students at the RPT liked the helpful group members, group work
opportunities, group feedback, comfort and knowledge sharing that the RPT offered.
What students dislike about RPT is the unnecessary work and lack of interaction.

Researchers like Austin (2008) and Eisenkopf (2010) claim that peer
mentoring enhances students' learning, motivation, and socialising. The ability of
mentors and students to solve problems creatively and innovatively is improved
through peer mentoring. Peer tutoring's participatory style makes it easier for tutors to
comprehend students' conceptual understanding and mental capacity. The outcomes
can be quite satisfying when mentors and students participate in joint and meaningful
activities throughout a planned and regulated programme.

The same goes for Gorman et al., (2011) discovered that the accessibility of
peer tutoring services is limited by the individual characteristics among pupils. There
are some restrictions, mainly related to student behaviour in classroom activities or
managing academic activities in peer education programs. Therefore, peer orientation
programs need to be highly structured and planned, and take place in a tightly
monitored and controlled environment.

Scruggs et al., (2012) reports that peer counselling is useful for schools that
provide inclusive education for diverse students as it can reduce students' social and
behavioural problems. In this regard, one study showed a significant increase in the
ability to take responsibility and a sense of control by the mentor. Likewise, the
problems of limited teachers and limited financial resources can be overcome through
peer tutoring, i. H. by hiring volunteers and older students. Furthermore, because of
the way it is involved, peer guidance can also help to better control the dropout rate of
weak students.

Similarly, Kissane-Long (2012) reports that co-teachers can engage in

different types of activities with a view to their professional improvement, such as: B.
(a) Groups of two or more peer teachers working together to improve their skills.
Demonstrate new models of teaching or pedagogy to other teachers; and (c) peer
tutoring, in which colleagues and peer teachers seek help in developing action plans,
teaching and jointly evaluating an ask class.

40
 Tesfaw and Hofman (2012) conducted a study examining current methods and
teachers' preferences for instructional guidance, particularly current and model
application, reflection on instructional guidance methods (e.g., supervisory
orientation, peer orientation, cognitive orientation, sexual orientation orientation).
Researchers also examined the differences between prospective and experienced
teachers in their approach to and satisfaction with supervision performance and
(probably) their relationship to observed professional growth. The results showed that
peer counselling and portfolio practice were more common among the selected
supervised methods, and that novices preferred portfolio teaching and practice over
experienced teachers. In addition, there were significant differences in the positive
correlation between the best available and possible supervision techniques, teacher
methods, and professional development outcomes.

Similarly, (Winslow, 2013) reported that peer supervision has become an

important activity to enhance teachers' professional development. Glickman et al.
(2001) and Anderson and Pellicer (2001), when discussing teachers' involvement in
peer supervision, argue that because teachers instinctively want to teach one another,
and because supervision is primarily related to the development of teaching, (a)
teachers Helping peers is a form and well-accepted method of ensuring that teachers
are helped directly, (b) teachers have the potential to be the best and greatest source of
educational guidance in the school, and (c) peers and reviews to support.

Atnafu, (2014) reports that peer counselling can use groups of teachers who
encourage and help each other on a daily basis. The role of supervisor turned out to be
the one who worked together with the teacher group. Coaching emphasizes the
professional practice of colleagues and is often used in conjunction with clinical
supervision. Teachers work in group forums, where they use questions to clarify
teaching and support concepts.

Bombardelli (2015) discovered that tutoring is a process where professionals

and trained individuals provide advice and support in his research on "Effective
Teaching Practices: Peer Tutoring in Active Citizenship Education." The others are
less knowledgeable and less qualified. (or skills) in an engaging, well-organized
manner. Often, tutoring helps shy kids learn by having them share their concepts with
their peers.

41
 According to (Gitau, 2016), most teachers and inspectors believe that an
exemplary manager influences a teacher's activities; a person with administrative
responsibilities who is considered reliable and competent by the teaching staff is
better. Furthermore, studies have shown that there is more than one supervisor
involved in a supervisory process, namely the client and the agent's peers (Pansiri,
2008).

According to (Collins, 2016), peer supervision is an indispensable tool for

teachers to work together and understand their common professional development
goals, as teachers often seek advice from their peers and help them in their classroom
activities. Feedback from peers, particularly on academic assessment models, can
provide useful and valuable insights into teachers' roles, professional development
opportunities, and teacher motivation (Kursunoglu & Tanrıogen, 2009).

2.8.2 National Studies

Farooq, RA (2001) conducted a study on "Understanding Education;

Agricultural University: Rawalpindi, Pakistan" in which he reported that in most
educational institutions in Pakistan the teacher-student ratio is over 1:40. This
relationship limits teachers' ability to teach according to the individual needs of their
students. In this context, peer tutoring can be an ideal strategy to free up teachers to
respond to students' needs without additional financial resources. He also showed that
peer tutoring can sometimes have a negative impact on students due to a lack of
proper planning and leadership. Therefore, a controlled and planned peer orientation
is required.

Razzaq and Heffernan (2006) assess what level of mentor interaction is best.
The study suggests that scaffolding can lead to higher average high school math tests
compared to on-demand prompts in smart tutoring systems. There were significant
performance differences under the conditions of each product. For items that were
difficult for all students in the pre-test, Scaffolding was considerably beneficial,
according to an ANOVA (p 0.01). This project was far more difficult for the students
than other projects, so it stands to reason that the scaffolding had a bigger positive
effect on learning in this project. The results require careful consideration of the
relationship between project severity and scaffolding effectiveness.

42
 According to Khajehpour, (2011) & Porumbu & Necsoi, (2013), parental
associations include specific features that lead these factors to appropriate statistical
and empirical analytical disciplines. It is an experience born at a motivating meeting
point between real and essential events for a type of individuals communicated
through their exchanges and pits on important subjects of interest. As the researchers
want to elaborate from a conceptual perspective, parent conferences are considered
relevant research topics and an appropriate context for future interventions. Parent
conferences are the main mechanism for parent involvement. Parent conferences are
defined as parent-teacher or face-to-face interaction to share information about a
child's overall development. It is a formal conversation or discussion session in which
parents and teachers communicate about a student's academic and behavioural
development. The history of parent meetings is not very long. Historically, its origins
in European countries began in the 19th century. It is also described that parent-
teacher conferences were originally held in the United Kingdom (UK). It was then
based at the Adult Learning Potential Institute (ALPI) in the United States in the early
19th century. However, its documentation has been made possible to some extent
(Javed, 2012).

Rizve R. (2012) conducted a study entitled The Impact of Peer Tutoring on

Student Achievement in English Subjects in Pakistani Secondary Schools, in which
she concluded that the use of peer tutoring by peers increases across subjects to
motivate students’ effective learning process. It is generally accepted that when
students actively engage in learning, academic, social, emotional, and moral outcomes
are associated with increased engagement and their chances of better achievement. As
numerous studies in this field have shown, the use of peer tutoring can increase
students' interest and improve their academic skills. Peers, in addition to parents and
instructors, are very important to a child's growth. Children now have a fresh chance
to experiment with and learn about interpersonal interactions because of the greater
flexibility, freedom, and equality of their relationships with their peers. The ability to
relate to people outside of the family, develop social skills, and feel a sense of social
justice are all made possible, most critically, by inspiring a new sensitivity. The
purpose of the study was to measure student performance in English subjects prior to
the experiment, in which the experimental group received peer counselling and the
control group received regular instruction, in order to compare performance

43
differences between students who attended peer councils and those who have. . Not. It
is believed that there is a significant difference between the cumulative GPAs of
students who received peer tutoring and those who received traditional tutoring.
According to the study's findings, the peer counselling helped the experimental group
significantly enhance their English proficiency. Therefore, when evaluated at the
significance level, peer counselling had a significant impact on the experimental
group's post-test performance. It is necessary to conduct more research to determine
how peer tutoring techniques affect socio-emotional as well as cognitive components
of learning and development.

Shah (2012) states that the most important characteristics of the best schools is
a higher level of coordination between their education managers and their teachers.
The most notable features of coordination between school leaders and teachers are
improvements in teacher professional development and improvement, teacher
expertise, school quality and organizational productivity, and student behaviour,
attitudes, and performance. Many researchers have consistently emphasized the
importance of college connections to academic development and success.

Ali, N. Anville, M. Jaffar, A. (2015) conducted a study on "The Effects of

Peer Tutoring on Student Learning" and reports that individual differences cannot be
ignored at any stage of human learning. As a result, educators must create learning
activities that better accommodate each student's unique demands. Discussions, group
projects, individualised instruction, mentoring, and peer tutoring are a few examples
of needs-based learning activities. These techniques are frequently applied to enhance
student learning.

Haider, M. Yasmin, A. (2015) conducted their study on “The Effects of

Scaffolding and Peer Tutoring on Vygotsky's Proximal Developmental Zone Theory”
from which they concluded that performance outcomes are related to poor student
performance in the indicate proximity zone. Development; performed best at post-test,
possibly due to peer leadership.

Similarly, Irfan Ullah, Rabia Tabassum & and Muhammad Kaleem (2018)
conducted a study on “The Effects of Peer Tutoring on the Academic Performance of
High School Biology Students”. The aim of this study was to determine the effect of
peer guidance on the academic performance of biology students and to examine the

44
effect of peer guidance on the knowledge, understanding and application of the
cognitive domain of Bloom's taxonomy. The study population consisted of the
433,405 male students in Khyber Pakhtunkhwa's secondary schools that were in the
10th grade. An experiment was carried out with 40 students from the Allied National
Software Institute (ANSI) Mardan. It was done using an equivalent group post-test
design. An independent sample t-test was used to analyse the data from the pre- and
post-test. The outcomes demonstrated that the experimental group's mean score was
much higher than that of the control group. Peer tutoring was found to be an effective
teaching strategy for middle school biology class since it considerably enhanced the
academic performance of students in the experimental group compared to the control
group. It was suggested that peer tutoring should be integrated into other biology
teaching methods and given due consideration to all teacher training practices in the
country.

Saeed, S., (2019) conducted his study A Comparative Study of Educational

Supervision in Pakistan APS&C and FGEI. His research topics include all school
leaders and secondary teachers of Pakistan APS&Cs and FGEI. A mixed-method
study design was used; Data was collected using quantitative questionnaires and
qualitative interviews. For quantitative data, 80 APS and Cs leaders and 130 FGEI
leaders, 400 APS and Cs teachers and 390 FGEI teachers were part of the sample
using random sampling techniques. At the same time, qualitative data were collected:
20 FGEI school principals and 10 APS&C school principals, 20 FGEI teachers and 30
APS&C teachers were selected for interviews by targeted random sampling. Means,
standard deviations and t-tests are used as statistical tools for data analysis while
thematic analysis is used for qualitative analysis of data. The results obtained from the
data are discussed and the connection to previous research and theories is made. The
study found that instructional conduct, its regularity, supervision record keeping, and
applicability in terms of timeliness, performance, and improvement in teaching
methods based on feedback to teachers were more prevalent in APS&C than in FEI.
The FGEI processes still need to be improved by working effectively at sector level.

Shaker, MA et al., (2020) conducted a study on “The Influence of Parents on

the Academic, Social, Emotional and Psychological Development of Students in
Pakistani Federal Government Educational Institutions”. In their study, the target
audience for the on-going research includes all FGEIs in Pakistan. Two similar

45
questionnaires and an interview protocol were self-created. The majority of teachers
have a master's degree and 60.3% of postgraduate teachers have a master's degree, i.e.
199 people. Most parents report that parent meetings can motivate students to do their
homework. Most managers report that social engagement develops leadership skills. It
is recommended that parent meetings are only supervised by senior management. An
appropriate steering and disciplinary committee should be established at the parents'
meeting.

2.9 Summary

Based on the above theoretical discussions and previous research, It might be

argued that peer tutoring can assist teachers spend more time on teaching and learning
activities, which is crucial for them right now. The research report makes it obvious
that developing and putting into practise an effective peer and multi-age tutoring
programme requires time and careful organisation, but peer learning is crucial to
student learning because education is not only done in groups but is also a communal
activity. Compared to traditional teacher-centred forms of education, peer tutoring has
many benefits. Studying in pairs allows students to spend more time actively
engaging with the topic. They can find motivation to learn by helping others and
taking responsibility for their own learning. It has been demonstrated that a variety of
peer tutoring and cross-age tutoring programmes enhance academic achievement,
boost self-esteem, and lessen the probability of dropping out. For students that
struggle academically and have learning issues, these techniques have been
successful.

46
 Chapter 3
Research Methodology

Research methodology is a process which is adopted by the researchers to

proceed for a specific purpose based on some important questions which are still need
to be answered due to the research gaps in previous studies. Research methodology
explains how, when and where a specific task or study has been done under the
standard measures and tools.

3.1 Research Design

The effectiveness of peer teaching on students’ academic achievement in

English was examined using one of the quasi-experimental designs called “Pre-test
and Post-test Equivalent Groups Design.” According to the nature of this study,
participants were divided into two groups (control group and experimental group)
from which control group was contained 35 students from section B of boys’ school
while experimental group was also contained 35 students from sections B of girls’
school. Experimental group was treated through peer teaching while the other was
tested without peer teaching. Five peer teachers were selected from 6 th class on the
basis of their pre-test result from which under each peer teacher, group of 7 students
were treated through experimental method. The sample procedure was used in the
study 2-stage cluster sampling.

Table 3.1
Procedure for Pre-Test/Post-Test Results
Group Type Pre-Test Results Test Post-Test Results
Experimental First Observation Test after Peer Second
Group Before Treatment Treatment Observation
First Observation’ Test after Routine Second
Control Group
Before Treatment Teaching Observation
Table 3.1 shows the quasi-experimental design was selected because it was not
possible for the researcher to use true experimental design through random selection
for experimental and control groups in the strict discipline adopted by both schools
administrations. Pre-test & Post-test equivalent (size-wise) groups design makes use
of unblemished groups. Random task of learners to experimental and control
treatments were applied in this design, the similarity of the groups was guaranteed. In

47
any case, treatment was relegated haphazardly to the gatherings. For the purpose of
arranging peer tutors, the students from girls school who got comparatively better
scores in pilot testing were assigned peer teachers for experimental group. The
duration of experiment was consisted on 8 weeks from March, 2022 to April, 2022.

3.2 Population

The population of this study was consisted of 618 students (Age range 11-14
years) of class VI wherein English as a compulsory subject in the following seven
Federal Schools of Multan Region;

1. FG Public School (B) Multan

2. FG Public School (G) Multan
3. FG Public School No. 1 (B) Multan
4. FG Public School No. 2 (B) Multan
5. FG Public School no. 3 (G) Multan
6. FG Public Middle School (G) Multan
7. FG SMHS (NH) Public School (G) Multan
These learners belong to various circumstances and social setups, possessing
various abilities and inspiration levels. Some parents of the students of the selected
schools were working as Govt. employees with attractive while other were working
on private job and daily wages with low salary. Total population (boys and girls) of
this study is 618 which are currently enrolled in different sections of 6th class of seven
FGEI’s schools, Multan Cant. The detail of population of this study is shown in below
table;

Table 3.2
Total Population Size (School, Sections and Gender-wise)
Sr. Gende Section Populatio
School Name
# r s n
1 FG Public School No. 2 for Boys Multan Male A,B,C 117
2 FG Public School No. 1 (B) Multan “ A,B,C,D 119
3 FG Public School (B) Multan “ A,B 84
4 FG Public School (G) Multan Female A,B 87
5 FG Public Middle School (G) Multan “ A 38
FG SMHS (NH) Public School (G)
6 “ A,B 55
Multan
7 FG Public School No3 (G) Multan Cant. “ A,B,C 118

48
 Total Population 618
3.3 Sample and Sampling Technique

Seven Federal Govt. Public Schools from Multan region was population of
this study from which students of two schools (FG Public School No. 2 for Boys
Multan and FG SMHS (NH) Public School (G) Multan Cant.) enrolled in 6 th class
were conveniently selected. Currently, the 6th Class comprises three sections (A, B, C)
in both selected schools. The selection criteria of participants was based on their
subject (English as compulsory), age (11-14 years), term (2nd term) and the
willingness of students as well as their parents’ willingness to participate in this study.
Although, all above seven schools fulfilled the criteria of subject-wise, students’ age-
wise and term-wise but, the following two schools were selected as sample of this
study on the willingness of their students and approval of their schools’ administration
to participate in this experimental research. The details of the sample size, gender,
section and schools are given below;

Table 3.3
Table: Sample Size Distribution
Sr. School Name Sample
1 Section B 35
FG SMHS (NH) Public School (G) Multan Cant.
Section B
2 35
FG Public School No.2 (B) Multan Cant.
Total 70

Table 3.3 shows that the students in 6th classes of section B from both selected
schools of FG schools (boys and girls) in Multan Cantt have the equal numbers of
students (35 students). Therefore, total 70 students (35 boys, 35 girls) were calculated
as sample size of this study. The selected section B (girls) from FG SMHS (NH)
Public School (G) Multan Cant. was taken as experimental group because this section
is being taught English subject under the researcher’s supervision while other section
B (boys) from FG Public School No. 2 for Boys Multan was assigned as control group
under the discussion of its English subject teacher.

49
3.4 Development of the Research Tool

As referenced previously, an achievement test of 30 items was developed as

research tool on the basis of Cognitive Theory of Development by Vygotsky (1987)
for both pre-test and post-test. These items were prepared from the syllabus of English
text book in which students of 6th class has completed nine units up to their second
term. As textual material for peer teaching, the following three units out of the above
mentioned nine units from the prescribed English textbook were chosen to be taught
through peer tutoring.

1. Unit # 6: The Sweating Earth

2. Unit # 7: Samina The Climber
3. Unit # 8: The Happy Prince
After the completion of experimental treatment through peer teaching, the
same test was re-administered among the selected students in to know the effect of the
peer teaching interference on student academic achievement. The test was arranged by
setting up the textual material as referenced in the following table 3.4;

Table 3.4
Textual Material for Pre-Test/Post-Test
Area Specification
Units
Knowledge Comprehension Application Total Percentage
Unit# 6 5 3 5 13 43.3%
Unit# 7 3 2 5 10 33.3%
Unit# 8 4 1 2 7 23.3%
Total 12 6 12 30 100.0%

The test material was prepared with the help of English teachers of the 6 thclass
and under the supervision of the research supervisor. The test items were then written.
Out of 30 items were included in the test, 12 items tested knowledge, 6 items tested
comprehension and 12 items tested application. The proposed test was shown to the
expert English teachers who judged it either it is valid achievement test for 6th class
students or not. The details of lesson plans are attached in this report as Appendix-D.

50
3.5 Validation of the Tool

The validation of the achievement test was determined through test–retest

method during the pilot study. 20 students from 6thclass (Section A) of the F.G.
Middle Public School for girls, were given the test and their scores, were achieved.
The results of pilot study were discussed with experts and the items of test tool were
modified and updated accordingly.

3.6 Administration of the Research Tool

In order to check the current status of the students regarding their knowledge,
comprehension and application in their English subject, a pre-test was conducted
among both control group and experimental group at the same day. According to the
obtained marks, the comparison among both groups was done and results were noted
against each student in Excel sheet. Later, the selected five peer teachers were
prepared by the researcher how to teach and handle their partners effectively under
the objectives of this study. During the experiment, the peer teachers were also guided
time to time to treat their weak partners with positive behaviour. The peer teachers
were also trained to support their peers how to learn new ideas and tough words by
translating text in their own mother tongue and engaging them in dialogue that should
be qualitatively different from conventional classroom settings. By keeping in view
the suitability, the allotment of 1 period of 40 minutes was selected during school
hours by the management. During the period, the researcher remained present there to
teach the peer tutors and oversee the position. The period of the experiment included
8 weeks from March 2022 to April 2022. After revealing the experimental group to
the peer teaching and the control group to the conventional teaching, the same
research tool was re-used in post-test to check the achievement level of both groups
whether any improvement has been done by the experimental group or not.

3.7 Reliability of the Tool

In order to check whether the data entered into SPSS for analysis is reliable or
not, the reliability test was run. Output values show that all Cronbach’s alfa values
obtained above 0.7 which indicates a satisfactory level of data reliability that is ready
for conducting pre-test and post-test.

51
3.8 Data Collection

The major source of data collection was primary in nature because this study
was conducted to examine the effect of peer teaching students’ academic achievement
in English at elementary level, therefore, data was collected through pre-test and post-
test which was conducted among the students of both selected schools.

3.9 Data Analysis

The Data and the obtained scores were organized by using the following
statistical techniques:
1. Pre-test raw scores of experimental and control groups were arranged and
classified into frequency distribution.
2. Mean, SD and t-test were calculated to compare the groups on the pre-test
scores.
3. To determine if the mean and SD scores of the groups on the pre-test were
equivalent or non-equivalent, a t-test was applied.
4. Post-test scores of the Experimental and control groups were also arranged
and classified into frequency distributions.
5. Mean, SD, and t-test was calculated to compare the groups on the post-test
scores.
6. Mean, SD and t-test was calculated to compare pre-test and post-test
experimental group.
7. The analysis of the co-variance technique was used to equalise the pre-test
scores of the control group and the experimental group because their pre-test
scores varied. To assess the significance of the difference between the control
group and the experimental group’s mean post-test achievement scores after
controlling for post test scores.

52
 Chapter 4
Data Analysis and Results

Data analysis is an integral part of any academic research in which the

collected raw data is processed through specific and standard analytical tools to get in
meaningful and result oriented form. In this section, the quantitative data of 70
students of 6th class who are currently enrolled in FGEIs of district Multan-Pakistan
is analysed. The both groups of students were given quiz-based test of 30-questions in
2-rounds (pre-test & post-test).The data was collected through a well-developed
questionnaire which was consisted on pre-test and post-test material regarding their
efficiency in English subject because this experimental study’s purpose was to
examine the effect of peer teaching on students’ in English at elementary level . The
nature of this study was quantitative in descriptive, therefore, the researcher has
presented data in numerical and descriptive form in this section.

4.1 Data Analysis Procedure

Out of 30 items were included in the test, 12 items (12-marks) tested

knowledge, 6 items (6-marks) tested comprehension and 12 items (12-marks) tested
application. The pre-test and post-test was comprised 30 questions, therefore, each
test was assigned total 30 marks in which students had to choose the correct answer,
therefore, each student has achieved one mark against each correct answer.

4.1.1 Students Grades Classification

In order to get percentage, the researcher has adopted the following scoring
formula as suggested by (Gay 1981);

While the score of the students is classified according to their achievement in

tests as recommended by (Depdikbud, 1985) in following grades;

1. 0%– 45% is classified as Very Poor

2. 46% - 55% is classified as Poor
3. 56% - 65% is classified as Fairly

53
 4. 66% - 75% is classified as Fairly Good
5. 76% - 85% is classified as Good
6. 86 - 95 is classified as Very Good
7. 96% - 100% is classified as Excellent
4.1.2 Mean Scores Calculation

As suggested by(Gay, 1981), the following formula was applied for getting
mean scores.
x
∑
M=
N
Where;
M= Mean Score
∑ x = Total Score
N=Total Respondents

4.2 Students’ Results in Pre-test

The pre-test (30-MCQs) was conducted among 70 students of both equivalent

experimental and control group in which 35 male students and 35female students
from sections (B) of both selected schools participated. The following table shows the
percentages regarding area specification-wise, school-wise, marks-wise, gender-wise,
achievement-wise and mean-score-wise results of pre-test.

54
4.2.1 Subject Area of Specification-wise Results

Table 4.1
Area of Specification-wise Scores
Stu Control Group Experimental Group
den Knowledge Comprehensio Application Knowledge Comprehensi Application
t (12-Marks) n (6-Marks) (12-Marks) (12-Marks) on (6-Marks) (12-Marks)
O. O. O. O. O.
% % % % % O.M %
M M M M M
B1 10 83.33 4 66.67 9 75.00 10 83.33 3 50.00 9 75.00
B2 5 41.67 1 16.67 4 33.33 12 100.00 6 100.00 12 100.00
B3 10 83.33 4 66.67 7 58.33 10 83.33 3 50.00 8 66.67
B4 11 91.67 3 50.00 9 75.00 9 75.00 2 33.33 8 66.67
B5 11 91.67 2 33.33 10 83.33 9 75.00 3 50.00 7 58.33
B6 10 83.33 4 66.67 5 41.67 10 83.33 3 50.00 6 50.00
B7 8 66.67 3 50.00 9 75.00 5 41.67 1 16.67 4 33.33
B8 6 50.00 4 66.67 8 66.67 9 75.00 2 33.33 9 75.00
B9 11 91.67 3 50.00 11 91.67 11 91.67 5 83.33 12 100.00
B10 9 75.00 3 50.00 8 66.67 10 83.33 2 33.33 9 75.00
B11 10 83.33 4 66.67 10 83.33 8 66.67 3 50.00 6 50.00
B12 8 66.67 1 16.67 9 75.00 7 58.33 4 66.67 6 50.00
B13 7 58.33 3 50.00 11 91.67 6 50.00 3 50.00 6 50.00
B14 9 75.00 3 50.00 10 83.33 11 91.67 4 66.67 8 66.67
B15 8 66.67 4 66.67 12 100.00 11 91.67 4 66.67 9 75.00
B16 10 83.33 2 33.33 7 58.33 12 100.00 1 16.67 8 66.67
B17 8 66.67 4 66.67 6 50.00 7 58.33 3 50.00 8 66.67
B18 12 100.00 6 100.00 12 100.00 9 75.00 1 16.67 8 66.67
B19 9 75.00 3 50.00 10 83.33 11 91.67 3 50.00 9 75.00
B20 10 83.33 1 16.67 9 75.00 11 91.67 4 66.67 11 91.67
B21 8 66.67 3 50.00 11 91.67 8 66.67 3 50.00 7 58.33
B22 8 66.67 1 16.67 5 41.67 7 58.33 3 50.00 5 41.67
B23 9 75.00 2 33.33 8 66.67 10 83.33 1 16.67 7 58.33
B24 9 75.00 3 50.00 11 91.67 5 41.67 2 33.33 12 100.00
B25 11 91.67 4 66.67 6 50.00 10 83.33 5 83.33 8 66.67
B26 7 58.33 5 83.33 7 58.33 9 75.00 3 50.00 8 66.67
B27 12 100.00 3 50.00 8 66.67 6 50.00 2 33.33 6 50.00
B28 9 75.00 1 16.67 12 100.00 8 66.67 4 66.67 7 58.33
B29 11 91.67 1 16.67 5 41.67 10 83.33 3 50.00 10 83.33
B30 8 66.67 4 66.67 8 66.67 10 83.33 1 16.67 8 66.67
B31 7 58.33 2 33.33 8 66.67 11 91.67 2 33.33 10 83.33
B32 10 83.33 3 50.00 6 50.00 12 100.00 2 33.33 7 58.33
B33 11 91.67 5 83.33 9 75.00 10 83.33 1 16.67 11 91.67
B34 9 75.00 2 33.33 10 83.33 9 75.00 4 66.67 9 75.00
B35 9 75.00 3 50.00 8 66.67 11 91.67 3 50.00 10 83.33
Tota 32 76.19 70.95 77.14 68.57
104 49.52% 298 324 99 47.14% 288
l 0 % % % %

Table 4.1 shows the area-specification-wise pre-test results of both groups

under knowledge, comprehension and application in English subject of 6th class. As

55
indicated in previous section under table 3.4 that out of 30 items, 12 items of
knowledge, 6 items of comprehension and 12 items of application were included. In
pre-test, the obtained marks (O.M) and percentages are shown against each student in
which control group has chased 320 (76.19%) out of 420, 104 (49.52%) out of 210
and 298 (70.95%) out of 420 marks under knowledge, comprehension and application
in English subject respectively while experimental group has chased 324 (77.14%) out
of 420, 99 (47.14%) out of 210 and 288 (68.57%) out of 420 marks under the same
areas in English subject respectively.

Table 4.2
Differences of Pre-test Scores Regarding Area of Specification
Total Control Group Experimental Group
Area Specification
Marks Ob. Marks Percentage Ob. Marks Percentage
Knowledge 420 320 76.19% 324 77.14%
Comprehension 210 104 49.52% 99 47.14%
Application 420 298 70.95% 288 68.57%
Total 1050 722 68.76% 711 67.71%

Table 4.2 shows minor differences of Pre-test scores regarding knowledge,

comprehension and application between control group and experimental group in
which control group is found a mere ahead in comprehension (5 points) and in
application (10 points) in both groups while in Knowledge, experimental group has
lead (4-points). Difference in marks obtained by both groups also shows that control
group has only 11 points (1.05%) lead on experimental group, thus, the pre-test results
reveal that there is no major difference among the students of both groups regarding
their efficiency in knowledge, comprehension and application in English subject. It is
also need to be noted that both groups have obtained 68% efficiency in their English
subject regarding their knowledge, comprehension and application which is classified
as Fairly Good performance level (Depdikbud, 1985).

56
4.2.2 Data Reliability Results

Table 4.3
Data Reliability of Control Group in Pre-test
Scale Corrected Cronbach's
Scale Mean if
Scales Variance if Item-Total Alpha if Item
Item Deleted
Item Deleted Correlation Deleted
Knowledge 37.0000 281.353 .309 .705
Comprehension 41.8857 215.222 .020 .766
Application 42.0857 313.375 .217 .735

Table 4.3 shows the data of control group in pre-test under the scales of
knowledge, comprehension and application has met the minimum required scores
(>0.7) of Cronbach's Alpha, therefore, data reliability has been confirmed.

Table 4.4
Data Reliability of Experimental Group in Pre-test
Scale Corrected Cronbach's
Scale Mean if
Scales Variance if Item-Total Alpha if Item
Item Deleted
Item Deleted Correlation Deleted
Knowledge 35.3267 263.762 .323 .753
Comprehension 39.4562 223.134 .026 .776
Application 40.9864 317.546 .221 .728

Table 4.4 shows the data of experimental group in pre-test under the scales of
knowledge, comprehension and application has met the minimum required scores
(>0.7) of Cronbach’s Alpha, therefore, data reliability has been confirmed.

4.2.3 t-test Results in Pre-test

In order to find the significant differences in scores regarding knowledge,

comprehension and application, one sample t-test was used at 95% confidence
interval and 5% significance level in this study. Results are shown in below tables.

57
Table 4.5
One Sample t-test Results of Control Group in Pre-test
N Mean S.D t-value Sig. (2-tailed)
Knowledge 35 21.34 2.51 53.57 .000
Comprehension 35 19.52 1.48 52.58 .000
Application 35 20.56 3.21 29.34 .000

Table 4.5 shows the differences of Mean scores, SD, t-values and 2-tail
significance level of control group in knowledge, comprehension and application in
their English subject. Values reveals that there is a significant relationship p value
(p=.000<.05) among all three area specifications while the mean value 21.34 and t-
value 53.57shows that the knowledge of experimental group is at better level than
control group except comprehension and application in English subject.

Table 4.6
One Sample t-test Results of Experimental Group in Pre-test
N Mean S.D t-value Sig. (2-tailed)
Knowledge 35 23.48 2.27 55.28 .000
Comprehension 35 19.40 1.95 52.91 .000
Application 35 20.60 20.60 20.60 .000

Table 4.6 shows the differences of Mean scores, SD, t-values and 2-tail
significance level of experimental group in knowledge, comprehension and
application in their English subject. Values reveals that there is also a significant
relationship p value (p=.000<.05) among all three area specifications while the mean
value 23.48 and t-value 55.28shows that the knowledge of experimental group is at
better level than comprehension and application in English subject.

58
Table 4.7
Comparison between Control Group and Experimental Group in pre-test using t test
Control Group Experimental Group
N Mean S.D t-value Mean S.D t-value
Knowledge 35 21.34 2.51 53.57 23.48 2.27 55.28
Comprehensio
35 19.52 1.48 52.58 19.40 1.95 52.91
n
Application 35 20.56 3.21 29.34 20.60 20.60 20.60

Table 4.7 shows the comparison between control group and experimental
group in pre-test using t-test in knowledge comprehension and application. This table
reveals that experimental group is slightly ahead in knowledge (1.71) and
comprehension (0.33) as compare to the control group but below in comprehension
area (8.74) in English subject.

4.2.4 Students’ Achievement by Overall Scores

Table 4.8
Achievement Comparison in Pre-Test
Control Group Experimental Group
Student
s Obtained Obtained
Percentage Achievement Percentage Achievement
Marks Marks
B1 23 76.67% Good 22 73.33% Fairly Good
B2 10 33.33% Very Poor 30 100.00% Excellent
B3 21 70.00% Fairly Good 21 70.00% Fairly Good
B4 23 76.67% Good 19 63.33% Fairly
B5 23 76.67% Good 19 63.33% Fairly
B6 19 63.33% Fairly 19 63.33% Fairly
B7 20 66.67% Fairly Good 10 33.33% Very Poor
B8 18 60.00% Fairly 20 66.67% Fairly Good
B9 25 83.33% Good 28 93.33% Very Good
B10 20 66.67% Fairly Good 21 70.00% Fairly Good
B11 24 80.00% Good 17 56.67% Fairly
B12 18 60.00% Fairly 17 56.67% Fairly
B13 22 73.33% Fairly Good 15 50.00% Poor
B14 22 73.33% Fairly Good 23 76.67% Good

59
 B15 24 80.00% Good 24 80.00% Good
B16 19 63.33% Fairly 21 70.00% Fairly Good
B17 18 60.00% Fairly 18 60.00% Fairly
B18 30 100.00% Excellent 19 63.33% Fairly
B19 22 73.33% Fairly Good 23 76.67% Good
B20 20 66.67% Fairly Good 25 83.33% Good
B21 22 73.33% Fairly Good 19 63.33% Fairly
B22 14 46.67% Poor 15 50.00% Poor
B23 19 63.33% Fairly 18 60.00% Fairly
B24 21 70.00% Fairly Good 19 63.33% Fairly
B25 21 70.00% Fairly Good 23 76.67% Good
B26 19 63.33% Fairly 20 66.67% Fairly Good
B27 23 76.67% Good 14 46.67% Poor
B28 22 73.33% Fairly Good 19 63.33% Fairly
B29 17 56.67% Fairly 23 76.67% Good
B30 21 70.00% Fairly Good 19 63.33% Fairly
B31 17 56.67% Fairly 23 76.67% Good
B32 19 63.33% Fairly 21 70.00% Fairly Good
B33 25 83.33% Good 22 73.33% Fairly Good
B34 21 70.00% Fairly Good 22 73.33% Fairly Good
B35 20 66.67% Fairly Good 24 80.00% Good

Overall obtained marks and percentages regarding the achievement level of

each student in Pre-Test of both Control Group and Experimental Group are shown in
above table 4.7 which reveals that among 35 students of control group, only one
student got highest score (30, 100%) by achieving excellent grade while one got the
lowest score (very poorly) at all. On the other hand, among 35 students of
experimental group, only one student got highest score (30, 100%) by achieving
excellent grade while one student got the lowest score (very poorly). Therefore, the
results of pre-test shows that the students of both control group and experimental
group have achieved the same level of overall scores in English subject.

60
Table 4.9
Achievement Comparison between Control and the Experimental Groups in Pre-test
Control Group Experimental Group
Scores Grade Classification
Frequency Percentage Frequency Percentage

0% – 45% is classified as Very Poor 1 2.86% 1 2.86%

46% - 55% is classified as Poor 1 2.86% 3 8.57%
56% - 65% is classified as Fairly 10 28.57% 12 34.29%
66% - 75% is classified as Fairly
14 40.00% 9 25.71%
Good
76% - 85% is classified as Good 8 22.86% 8 22.86%
86 - 95 is classified as Very Good 0 0.00% 1 2.86%
96% - 100% is classified as Excellent 1 2.86% 1 2.86%
Total 35 100.00% 35 100.00%

According to the grading formula (Depdikbud, 1985) as set out in this

research, the comparison of obtained frequencies and percentage between the students
of control group and experimental group is shown in table 4.8 which reveals that,
among 35 students of control group, majority of students (14, 40.0%) have achieved
fairly good marks (66% - 75%) while, among 35 students of experimental group,
majority of students(12, 34.29%) students have achieved fairly marks (56% - 65%).
Thus, the students of control group are found merely ahead between both groups in
English subject.

Table 4.10
Differences of Total Scores between Control Group and Experimental Groups in Pre-
test
Group Type N Total Scores Obtained Scores Percentage
Control Group 35 1050 722 68.76
Experimental Group 35 1050 711 67.71

Table 4.9 shows the comparison of total scores and mean values between
control group and experimental group in pre-test which reveals that minor differences
are found among both groups regarding their chased scores, percentage and mean
values. In pre-test results, scores difference (11), mean score difference (0.31) and
percentage difference (1.05%)show that there is no major difference towards
achievement between both experimental and control groups in their English subject.

61
4.3 Students’ Results in Post-test

4.3.1 Subject Area of Specification-wise Results

Table 4.11
Area of Specification-wise Scores
Stu Control Group Experimental Group
den Knowledge Comprehensio Application Knowledge Comprehensi Application
t (12-Marks) n (6-Marks) (12-Marks) (12-Marks) on (6-Marks) (12-Marks)
O. O. O. O. O.
% % % % % O.M %
M M M M M
B1 10 83.33 4 66.67 10 83.33 9 75.00 3 50.00 11 91.67
B2 6 50.00 2 33.33 5 41.67 12 100.00 6 100.00 12 100.00
B3 10 83.33 4 66.67 6 50.00 10 83.33 4 66.67 11 91.67
B4 11 91.67 3 50.00 9 75.00 11 91.67 5 83.33 11 91.67
B5 11 91.67 2 33.33 10 83.33 10 83.33 4 66.67 12 100.00
B6 10 83.33 4 66.67 6 50.00 10 83.33 5 83.33 11 91.67
B7 9 75.00 4 66.67 9 75.00 11 91.67 3 50.00 12 100.00
B8 7 58.33 4 66.67 9 75.00 12 100.00 5 83.33 11 91.67
B9 11 91.67 4 66.67 11 91.67 12 100.00 6 100.00 12 100.00
B10 10 83.33 4 66.67 9 75.00 11 91.67 5 83.33 11 91.67
B11 10 83.33 6 83.33 11 91.67 11 91.67 5 83.33 10 83.33
B12 7 58.33 2 33.33 9 75.00 12 100.00 6 100.00 12 100.00
B13 8 66.67 3 50.00 11 91.67 10 83.33 6 100.00 11 91.67
B14 9 75.00 4 66.67 10 83.33 11 91.67 5 83.33 12 100.00
B15 9 75.00 4 66.67 12 100.00 11 91.67 4 66.67 11 91.67
B16 10 83.33 2 33.33 7 58.33 12 100.00 6 100.00 10 83.33
B17 9 75.00 4 66.67 7 58.33 10 83.33 4 66.67 12 100.00
B18 12 100.00 6 100.00 12 100.00 11 91.67 3 50.00 11 91.67
B19 9 75.00 3 50.00 10 83.33 12 100.00 5 83.33 12 100.00
B20 10 83.33 1 16.67 9 75.00 11 91.67 4 66.67 12 100.00
B21 8 66.67 3 50.00 11 91.67 10 83.33 5 83.33 12 100.00
B22 8 66.67 1 16.67 6 50.00 12 100.00 4 8.00 11 91.67
B23 10 83.33 3 50.00 9 75.00 11 91.67 6 100.00 12 100.00
B24 9 75.00 3 50.00 11 91.67 12 100.00 6 100.00 12 100.00
B25 11 91.67 4 66.67 6 50.00 10 83.33 5 83.33 12 100.00
B26 8 66.67 5 83.33 8 66.67 11 91.67 5 83.33 12 100.00
B27 12 100.00 3 50.00 9 75.00 10 83.33 4 66.67 10 83.33
B28 9 75.00 2 33.33 12 100.00 10 83.33 4 66.67 7 58.33
B29 11 91.67 1 16.67 10 83.33 11 91.67 5 83.33 12 100.00
B30 8 66.67 4 66.67 8 66.67 10 83.33 1 16.67 9 75.00
B31 7 58.33 2 33.33 9 75.00 11 91.67 5 83.33 10 83.33
B32 10 83.33 3 50.00 7 58.33 12 100.00 2 33.33 9 75.00
B33 11 91.67 5 83.33 10 83.33 11 91.67 6 100.00 12 100.00
B34 10 83.33 3 50.00 10 83.33 10 83.33 4 66.67 11 91.67
B35 8 66.67 1 16.67 8 66.67 11 91.67 6 100.00 12 100.00
Tota 32 78.10 75.24 90.71 92.86
112 53.33% 316 381 162 77.14% 390
l 8 % % % %

62
 Table 4.10 shows the area-specification-wise post-test results of both groups
under knowledge, comprehension and application in English subject of 6th class. In
post-test, the obtained marks (O.M) and percentages are shown against each student
under knowledge, comprehension and application category in which control group has
chased 328 (78.10%) out of 420, 112 (53.33%) out of 210 and 316 (75.24%) out of
420 marks under knowledge, comprehension and application in English subject
respectively while experimental group has chased 381 (90.71%) out of 420,
162(77.14%) out of 210 and 390 (92.86%) out of 420 marks under knowledge,
comprehension and application in English subject respectively.

Table 4.12
Differences of Post-test Scores Regarding Area Specification
Total Control Group Experimental Group
Area Specification
Marks Ob. Marks Percentage Ob. Marks Percentage

Knowledge 420 328 78.10% 381 90.71%

Comprehension 210 112 53.33% 162 77.14%

Application 420 316 75.24% 390 92.86%

Total 1050 756 72.00% 933 88.86%

Table 4.11 shows differences of post-test scores regarding knowledge,

comprehension and application between control group and experimental group in
which experimental group got a high score by chasing overall 933 marks (88.86%)
out of 1056 in their knowledge, comprehension and application while control group
has been left behind by chasing 756 marks (72.0%) out of 1056 in the same areas of
English subject. This difference in marks obtained by both groups also shows that
experimental group has gotten more 177 points by making lead of 16.86% over
control group, thus, the post-test results reveal that, after experimental treatment, a
high difference in achievement level has been occurred between both groups
regarding their efficiency in knowledge, comprehension and application in English
subject. Differences are also observed in pre-test and post-test results of both groups
where in a minor improvement has been made by control group by chasing more 34
marks (from 722 to 756) in knowledge, comprehension and application in English
subject while experimental group has made a highly improvement by chasing more
177 marks (from 711 to 933) in the same area of English subject.

63
4.3.2 Data Reliability Results

Table 4.13
Data Reliability of Control Group in Post-test
Scale Corrected Cronbach's
Scale Mean if
Scales Variance if Item-Total Alpha if Item
Item Deleted
Item Deleted Correlation Deleted
Knowledge 39.3872 292.564 .293 .743
Comprehension 43.0658 221.551 .032 .811
Application 41.0857 317.235 .211 .778

Table 4.12 shows the data of control group in pre-test under the scales of
knowledge, comprehension and application has met the minimum required scores
(>0.7) of Cronbach’s Alpha, therefore, data reliability has been confirmed.

Table 4.14
Data Reliability of Experimental Group in Post-test
Scale Corrected Cronbach's
Scale Mean if
Scales Variance if Item-Total Alpha if Item
Item Deleted
Item Deleted Correlation Deleted
Knowledge 33.6517 285.503 .287 .744
Comprehension 38.0462 254.045 .029 .731
Application 45.5437 393.905 .243 .828

Table 4.13 shows the data of experimental group in pre-test under the scales of
knowledge, comprehension and application has met the minimum required scores
(>0.7) of Cronbach’s Alpha, therefore, data reliability has been confirmed.

4.3.3 T-Test Results in Post-test

In order to find the significant differences in scores regarding knowledge,

comprehension and application, one sample t-test was used at 95% confidence
interval and 5% significance level in this study. Results are shown in below tables.

Table 4.15
One Sample t-test Results of Control Group in Post-test
N Mean S.D t-value Sig. (2-tailed)
Knowledge 35 22.15 2.17 54.13 .000
Comprehension 35 19.77 1.67 55.58 .000
Application 35 21.33 3.11 26.65 .000

64
 Table 4.14 shows the differences of Mean scores, SD, t-values and 2-tail
significance level of control group in knowledge, comprehension and application in
their English subject. Values reveals that there is a significant relationship p value
(p=.000<.05) among all three area of specifications while the mean value 22.15 and t-
value 54.13shows that the knowledge of control group is at better level than
comprehension and application in English subject.
Table 4.16
One Sample t-test Results of Experimental Group in Post-test
N Mean S.D t-value Sig. (2-tailed)
Knowledge 35 25.14 1.53 63.535 .000
Comprehension 35 22.27 2.25 54.964 .000
Application 35 23.81 2.95 60.906 .000

Table 4.15 shows the differences of Mean scores, SD, t-values and 2-tail
significance level of experimental group in knowledge, comprehension and
application in their English subject. Values reveals that there is also a significant
relationship p value (p=.000<.05) among all three area of specifications while the
mean value 25.14 and t-value 63.535shows that the knowledge of experimental group
is at better level than comprehension and application in English subject.

Table 4.17
Comparison of Control and Experimental Group in Post-Test Using t-test
Control Group Experimental Group
t-
N Mean S.D t-value Mean S.D
value
Knowledge 35 22.15 2.17 54.13 25.14 1.53 63.535
Comprehension 35 19.17 1.67 55.58 22.27 2.25 54.964
Application 35 21.33 3.11 26.65 23.81 2.95 60.906

The above t-test results as shown in table 4.16 reveal that, after peer teaching
treatment, experimental group has achieved high mean scores in post-test by
increasing 1.66 points in their knowledge, 2.87points in comprehension and 3.21
points in application. In experimental group t-value increase in knowledge 9.405
points, in application 34.256 points but in comprehension 0.616 point increase in
control group.

65
Table 4.18
Comparison between Pre-Test Experimental Group and Post-Test Experimental
Group

Pre-test Experimental Group Post-test Experimental

t-
N Mean S.D t-value Mean S.D
value
Knowledge 35 23.48 2.27 55.28 25.14 1.53 63.535
Comprehensio
35 19.40 1.95 52.91 22.87 2.25 54.964
n
Application 35 20.60 20.60 20.60 23.81 2.95 60.906

Table 4.17 shows the comparison between pre-test experimental group and
post-test experimental with respect to t-test. Which reveals that t-value increase in
knowledge 8.255 points, comprehension 2.054 points and in application 40.306 in this
study.

4.2.4 Students’ Achievement by Overall Scores

Table 4.19
Overall Scores in Post-Test
Control Group Experimental Group
Student
s Obtained Obtained
Percentage Achievement Percentage Achievement
Marks Marks
B1 24 80.00% Good 23 76.67% Good
B2 13 43.33% Very Poor 30 100.00% Excellent
B3 20 66.67% Fairly Good 25 83.33% Good
B4 24 80.00% Good 28 93.33% Good
B5 23 76.67% Good 26 86.67% Very Good
B6 20 66.67% Fairly Good 26 86.67% Very Good
B7 22 73.33% Fairly Good 27 90.00% Very Good
B8 20 66.67% Fairly Good 28 80% Good
B9 25 83.33% Very Good 30 100.00% Excellent
B10 21 70.00% Fairly Good 27 90.00% Very Good
B11 30 100% Excellent 26 86.67% Very Good
B12 18 60.00% Fairly 30 100.00% Excellent
B13 22 73.33% Fairly Good 26 86.67% Very Good

66
 B14 23 76.67% Good 28 93.33% VeryGood
B15 27 90.00% Very Good 26 86.67% Very Good
B16 23 76.67% Good 26 86.67% VeryGood
B17 20 66.67% Fairly Good 25 83.33% Good
B18 30 100.00% Excellent 25 83.33% Good
B19 22 73.33% Fairly Good 29 96.67% Excellent
B20 20 66.67% Fairly Good 27 90.00% Very Good
B21 22 73.33% Fairly Good 27 90.00% Very Good
B22 19 63.33% Fairly 26 86.67% Very Good
B23 22 73.33% Fairly Good 28 93.33% Very Good
B24 23 76.67% Good 30 100.00% Excellent
B25 21 70.00% Fairly Good 27 90.00% Very Good
B26 26 86.67% Very Good 28 93.33% Very Good
B27 24 80.00% Good 24 80.00% Good
B28 23 76.67% Good 20 66.67% Fairly Good
B29 22 73.33% Fairly Good 27 90.00% Very Good
B30 20 66.67% Fairly Good 26 86.67% Good
B31 18 66.67% Fairly Good 25 83.33% Good
B32 20 66.67% Fairly Good 27 90.00% Very Good
B33 27 90.00% Very Good 26 86.67% Good
B34 23 76.67% Good 25 83.33% Good
B35 17 63.33% Fairly 26 86.67% Very Good

Overall obtained marks, percentages and the achievement level of each student
in Post-test of both Control Group and Experimental Group are shown in above table
4.16 which reveals that among 35 students of control group, only two students got
highest score (30, 100%) by achieving excellent grade while none got the lowest score
(very poorly) at all. On the other hand, among 35 students of experimental group,
three students got highest score (30, 100%) by achieving excellent grade while none
got the lowest score (very poorly). Therefore, the results of post-test shows that the
students of experimental group have achieved the high level of overall scores in
English subject between both groups.

67
Table 4.20
Comparison of the Control and the Experimental Groups in Post-test Scores
Control Group Experimental Group
Scores Grade Classification
Frequency Percentage Frequency Percentage

0% – 45% is classified as Very Poor 0 0.00% 0 0.00%

46% - 55% is classified as Poor 1 2.86% 0 0.00%

56% - 65% is classified as Fairly 3 8.57% 0 0.00%

66% - 75% is classified as Fairly Good 16 45.71% 1 2.86%

76% - 85% is classified as Good 9 25.71% 11 31.42%

86 - 95 is classified as Very Good 4 11.44% 18 51.43%

96% - 100% is classified as Excellent 2 5.71% 5 14.29%

Total 35 100.00% 35 100.00%

According to the grading formula (Depdikbud, 1985) as set out in this

research, the comparison of obtained frequencies and percentage between the students
of control group and experimental group is shown in table 4.17 which reveals that,
among 35 students of control group, majority of students (18, 51.43%) have achieved
very good marks (86% - 95%) while, among 35 students of experimental group,
majority of students (16, 45.71%) students have achieved as fairly good marks (66% -
75%). Thus, the students of experimental group are found ahead between both groups
in English subject.

Table 4.21
Differences of Total Scores between Control Group and Experimental Groups in
Post-test
Group Type N Total Scores Obtained Scores Percentage
Control Group 35 1050 756 72.00%
Experimental Group 35 1050 933 88.86%

Table 4.18 shows the comparison of total scores and percentage between
control group and experimental group in post-test which reveals that major
differences are found among both groups regarding their chased scores and
percentage. In post-test results, scores difference (177) and percentage difference
(16.86%) show that experimental treatment has made a major difference towards
achievement between both experimental and control groups in their English subject.

68
 Chapter 5
Findings, Conclusion and Recommendations

This study was conducted in order to find out the effect of peer teaching on
students' academic achievement in English at elementary level. For this purpose, 70
students of 6th class from two Federal Govt. Educational Institutions (FGEIs, (C/G))
in Multan (Pakistan) were selected. In this regard, Chapter one of this study is based
on research background, research problem, significance, research objectives and
research questions while in chapter two, the theoretical framework and previous
literature related to this study is discussed. Chapter three explains the main features of
this study’s research methodology while chapter four contains on data analysis. This
chapter contain the concluding and summarizing features of entire research. This
dissertation was based on pre-test and post-test results in which respondents were
divided into control group and experimental group. The results are placed under each
research question of this study.

5.1 Key Findings

The pre-test and post-test were based on 30 items. The both tests were
conducted among 70 students of both equivalent experimental and control group in
which 35 male students and 35 female students from section B of both selected
schools participated. The results of this study reveal the following key findings.

R.Q.1: What is the difference of academic achievement of the students in the

subject of English before and after the experiment?

In pre-test, minor differences were found between control group and

experimental group regarding their knowledge, comprehension and application in
English subject wherein control group was found a mere ahead in comprehension (5
points) and in application (10 points) while in Knowledge, experimental group has
lead (4-points). Difference in marks obtained by both groups also shows that control
group has only 11 points (1.05%) lead on experimental group. Further, t-test values
reveals that there is a significant relationship (p=.000<.05) among all three area
specifications of knowledge, comprehension and application while the mean value
21.34 and t-value 53.57 shows that the knowledge of experimental group is at better
level than control group except comprehension and application in English subject. It

69
was also found that both groups have obtained 68% efficiency in their English subject
regarding their knowledge, comprehension and application which is classified as
Fairly Good performance level. Hence, it is reasoned that the two groups were
somewhat divergent in their pre-test performance in the subject of English while
experimental group is ahead in a pre-test in their knowledge as contrast with the
control group but slightly below in comprehension and application in English Subject.
Overall, the pre-test results reveal that there is no major difference among the students
of both groups regarding their efficiency in knowledge, comprehension and
application in English subject.

In post-test, results reveal that a high difference in achievement level has been
made by experimental group after 8-weeks experimental treatment regarding their
efficiency in knowledge, comprehension and application in English subject.
Differences are observed in pre-test and post-test results of both groups wherein a
minor improvement has been made by control group by chasing more 34 marks (from
722 to 756) in knowledge comprehension and application in English subject while
experimental group has made a highly improvement by chasing more 177 marks
(from 711 to 933) in the same area of English subject. Further, t-test values reveals
that there is a significant relationship p value (p=.000<.05) among all three area
specifications while, after peer teaching treatment, experimental group has achieved
high mean scores in post-test by increasing 1.66 points in their knowledge, 2.87points
in comprehension and 3.21 points in application.

Hence, it is concluded that the comparison between both control group and
experimental group shows slightly different in pre-test results but highly different in
their post-test performance in the subject of English. The final results of this
experimental study reveals that the experimental group has been superior due to their
peer teaching treatment regarding their prior knowledge, comprehension and
application in the subject of English over the control group which was not given peer
teaching treatment.

R.Q.2: How to provide the experience of peer teaching to the experimental group?
To check the current knowledge level of learners, a self-organized
achievement test of 30 items was utilized as a pre-test and a post-test. These items
were ready from unit numbers 6, 7 and 8 of the English test book in the second term
syllabus of the 6th class. The justification for choosing these three units was that the

70
main two months had passed the second term and learners of the 6th class were
perusing units 9 of the English reading material around then. A similar test was
directed to the sample after the experiment to decide the effect of a peer teaching
intervention on students' academic achievement. The test was arranged by setting up
the printed material. The test material was ready with the assistance of the English
teachers of the 6th class and under the supervision of the research adviser. The test
items were then composed. Out of 30 items that were consisted for the test, 12 items
tested knowledge, 6 items tested comprehension and 12 items tested application. The
proposed test was shown to the relevant English teachers who judged whether it is a
valid achievement test for 6th class students of the school or not. The experimental
group was treated through peer teaching while the other was tested without peer
teaching. 5 peer teachers were selected from the 6th class on the basis of their pre-test
results from which under each peer teacher, a group of 7 students were treated
through an experimental method for a period of 8-weeks. The sampling procedure
was used in the study 2-stage cluster sampling.

R.Q.3: What is the difference between the achievement of students participating in

peer teaching and students who did not participate in peer teaching but were taught
as usual through routine teaching?
Results in pre-test show that minor differences between control group and
experimental group are found in their Pre-test scores regarding knowledge,
comprehension and application in which control group is found a mere ahead in
comprehension (5 points) and in application (10 points) in both groups while in
Knowledge, experimental group has lead (4-points). Difference in marks obtained by
both groups also shows that control group has only 11 points (1.05%) lead on
experimental group, thus, the pre-test results reveal that there are no major differences
among the students of both groups regarding their efficiency in knowledge,
comprehension and application in English subject. It is also found that both groups
have obtained 68% efficiency in their English subject regarding their knowledge,
comprehension and application which is classified as Fairly Good performance level
by (Depdikbud, 1985). Further, t-Test have also show the same results in which
values reveal that there is a significant relationship p value (p=.000<.05) among all
three area specifications while experimental group is ahead in pre-test in their

71
knowledge area as compare to the control group but slightly below in comprehension
and application in English Subject.

Differences are also found in pre-test and post-test results of both groups
wherein a minor improvement has been made by control group by chasing more 34
marks (from 722 to 756) in knowledge, comprehension and application in English
subject while experimental group has made a highly improvement by chasing more
177 marks (from 711 to 933) in the same area of English subject. T-test also shows
the same differences of Mean scores, SD, t-values and 2-tail significance level of
experimental group in knowledge, comprehension and application in their English
subject. T-test values also reveal the same results that after peer teaching treatment,
experimental group has achieved high mean scores in post-test by increasing 1.66
points in their knowledge, 2.87points in comprehension and 3.21 points in application
as compare to the control group.

R.Q.4: Is the peer teaching is an effective method?

As results of this study reveal that in pre-test, the control and experimental
group has chased 722 and 711 marks respectively which shows a mere difference (11
marks) between the both, but after peer teaching treatment of 8-weeks in experimental
group), a high difference was found between the results of both by showing control
group got marks 756 and experimental got marks 933 (difference 177 marks).
Similarly, before peer teaching treatment, only one student got excellent grade (96% -
100%) and 12 students got good grade (56% - 65%) from experimental group but
after peer teaching treatment, 5 students got excellent grade (96% - 100%) and 18
students got very good grades (86% - 95%).

5.2 Discussion

This research was done to decide the effect of peer teaching on students'
academic achievement in English at elementary level. Findings under first research
question of this study shows that peer teaching is a modern educational tool which
enhances learning skills in students and improve their academic achievement as
presented by Vygotsky (1987) that infants are endowed with basic attention,
perceptual, and memory skills that they share with other peers. Vygotsky (1987)
argues that children's learning occurs in their last developed area. This area includes a
range of tasks that are difficult for children to complete on their own, but can be

72
accomplished with the help of more experienced adults and peers. The findings
against first research question are also in line with the results of (Shaker, MA et al.,
2020; Saeed, S. et al., 2019; Irfan Ullah et al., 2018; Collins, 2016; Gitau, 2016;
Bombardelli, O., 2015; Winslow, 2013) in which they found that peer teaching can be
very effective in helping teachers increase the time spent on teaching and learning
activities, which is very important for them now. It is obvious from the research report
that the design and implementation of an effective companion and multi-age showing
program take time and cautious preparation, however, peer learning assumes a
significant part in students as training isn't just in group yet, in addition, a group
activity. Peer teaching enjoys numerous upper hands over conventional instructor-
focused models of schooling. Concentrating on two-by-two permits students to invest
more energy in effectively captivating the subject. They can track down inspiration to
advance by helping other people and assuming a sense of ownership of their own
learning. Different peer teaching and cross-age showing programs have been
displayed to work on scholastic execution, work confidence and diminish the
probability of exiting. These techniques have demonstrated success for studies with
learning challenges and unfortunate academic performance.

The findings under second research question of this study show that students
can be provided peer teaching treatment by arranging and assigning them to complete
different tasks with the support of their peer teachers who can be their classmates,
tutors, friends and family members. The quantity of students to whom a peer teacher
can handle may be varied according to the skills, capability and academic record of
peer teacher as well as tutees. The findings of this study have proved that different
plans to adopt peer teaching strategies improve the learning skills of students and
enhance their academic achievement. The findings under third research question of
this study show that an average achievement made by the students from control group
but the experimental group has made a highest achievement in English knowledge,
application and comprehension as compare to the control group. The findings under
fourth research question of this study show that the peer teaching is an effective
method to get best academic performance. These results match the findings of
previous studies (Kissane-Long, 2012; Tesfaw and Hofman, 2012; Winslow, 2013;
Atnafu, 2014) in which they reported that peer teaching method is most effective
strategies to get higher achieving level in students. These studies show that the

73
achievement level of students was 50% increased who were treated with peer
teaching. In the studies on peer teaching treatment method in Pakistan, Razzaq and
Heffernan (2006); Khajehpour, (2011) & Porumbu&Necsoi, (2013) also found that
the use of peer teaching by peers increases across subjects to motivate students’
effective learning process. It is generally accepted that when students actively engage
in learning, academic, social, emotional, and moral outcomes are associated with
increased engagement and their chances of better achievement. As numerous studies
in this field have shown, the use of peer teaching can increase students' interest and
improve their academic skills.

5.3 Conclusions

The goal of education is probably completed when the tutor accepts the duty
to assume the liability to move the information to the best of his capacity. To instruct
is to assist someone understands something. But teaching is more than delivering
knowledge or even concepts. Education is more than delivering knowledge and
learning points. Education also contains training learner knowledge using such actions
as examining and analysing, testing and finding instruction to deliberate thought and
expertise improvement. Peer teaching is a teaching technique where a class of learners
connect to help each other’s advancement by one learner occupying the part of the
teacher and the other the part of the tutee. Typically, peer teaching includes the
connection of brilliant learners with less-intelligent ones. Peer teaching assists to
develop the abilities of learners to organise and design opportunities for growth.
Federal Govt. Educational Institution (FGEIs, (C/G)) is a strongest education setup
which deals primary to higher secondary education under the federal Govt. of
Pakistan to provide quality and innovative learning environment through its more than
311 branches. This study aimed to check the current preparation level of students
regarding knowledge, application and comprehension in their English subjects at
elementary level. Section-wise and school-wise findings show that in pre-test, the
students of section B from control group (FG Public School No. 2 for Boys Multan)
have achieved best grade in application and comprehension as compare to the section
B from experimental group (FG SMHS (NH) Public School (G) Multan
Cant.).Experimental group has achieved best grade in English knowledge as compare
to section B from control group. Similarly, in post-test, the students of section B from
experimental group have achieved excellent grade in English knowledge, application

74
and comprehension as compare to the section B of control group. Overall,
experimental group has lead in achievement over the control group, therefore, the peer
teaching method is proved better in achieving best academic results as compare to the
traditional methods of learning and teaching.

5.4 Recommendations

In the light of above findings, the following measures are recommended by the
researchers in this regard:

1. Findings of this study show that peer teaching method in teaching and learning
is the best results oriented technique, therefore, must implemented in the
education system of Pakistan with all its certain features.
2. Findings also show that over all girls are ahead in achievement of best
educational results than boys which means the extra-curricular activities of
boys affect their educational performance, therefore, these extra-curricular
activities must be align with their educational needs and must be transformed
into peer teaching to enable them to learn positivity not negativity.
3. Teachers play major role for their students how to learn and when to learn
separately and collectively, therefore, its teacher who can encourage and
mould his/her students to accompany with their best ones in their learning and
achieving process.
4. Motivation and interest in co-learning through peer teaching is essential for
students which must be increased by their school management including
teachers, principals and parents to join peer teaching treatment for chasing best
ranking in their educational career.
5. Rewards, incentives and appreciation may play vital role to boost a
competitive will power among students to achieve best grades in exams,
therefore, the students must be awarded these incentives on joining peer
teaching activities other than solely studying.
6. “Mar Nahi Pyar” is a slogan which is launched by Govt. of Pakistan at
primary, elementary and higher secondary schools to avoid force teaching and
learning environment in education system of Pakistan which is a best step to
quality education, but, in the light of findings of this study, we can say “Ao
Mil Jul Kar Parhe” must also be a slogan in schools to reshape our traditional

75
 education system and to transform form old one into new one as is required by
the modern world.

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