Theoretical Analysis

Abstract

The need for a theoretical analysis of the peer tutoring process has been recognized by
reviewers of the research in this area. This paper addresses itself to this need by discussing the
process of peer tutoring from the various psychological, educational, and social perspectives.
The main areas covered in the paper are: definitions of the peer tutoring process, the
psychological and educational processes in peer tutoring as a learning and teaching experience,
and the conceptualization of peer tutoring in terms of a cooperative social system and as a group
reward structure. This theoretical discussion provides both the researcher and practitioner with
a framework for studying and implementing peer tutoring for enhancing specific academic and
social goals.

https://onlinelibrary.wiley.com/doi/abs/10.1002/1520-6807%28198604%2923%3A2%3C175%3A
%3AAID-PITS2310230211%3E3.0.CO%3B2-H

Cohen, J. (1986). Theoretical considerations of peer tutoring.

International Study

Abstract

This paper focuses on two increasingly important issues in teacher education: the design of
more skill-based education and the involvement of students by means of peer assessment.
Ninety-three student teachers were trained in one important peer-assessment skill, namely
‘defining performance criteria’. This training, which consisted of four peer-assessment tasks, was
integrated in an existing course. Half of the group was trained in the skill of ‘defining criteria’
(experimental groups) and the other half was not (control group). By working on the peer-
assessment tasks, student teachers in the experimental group learned to define performance
criteria for a course content-related product. The effects of the training on students' ability to
define criteria and the effects on the content-related skill were examined. Findings show that the
student teachers from the experimental group scored significantly higher on the use of criteria,
but did not surpass the control group on the content-related task performance.

https://www.tandfonline.com/doi/abs/10.1080/1470329032000172720

Sluijsmans, D. (2007). Training teachers in peer-assessment skills: effects on performance and

perceptions. [online] Taylor & Francis

Local Study
Summary of Findings and Conclusion:

1. It was found out that the top 25% of students graduated from central schools, national

high schools and Montessori school while the bottom 25% came from the barangay

schools and from the lower sections of national high schools from the different towns

of La Union and Pangasinan.

2. Peer teaching greatly affected the intellectual and moral values of the students such as

the ability to express their ideas, mastery of the different concepts, time management,

E-International Scientific Research Journal

ISSN: 2094-1749 Volume: 2 Issue: 2, 2010

170

sense of responsibility, sharing, self-discipline, self-reliance. Self-confidence,

resourcefulness, cooperation, obedience, etc.

3. Majority of the B.S. Biology students were found out to be very weak in their

foundation on the fundamental operations of whole numbers, integers, decimals and

fractions.

4. There was a significant difference between the pre-test and post test mean scores of the

experimental group on the fundamental operations of the different kinds of numbers.

5. There was a significant difference between the pre-test and post-test mean scores of the

control group on the fundamental operations of numbers.

6. There was a significant difference between the pre-test mean scores of the experimental

and control groups on the fundamental operations of numbers.

7. There was no significant difference between the post-test mean scores of the

experimental and control; groups on the fundamental operations of numbers. Meaning

two groups were already comparable after peer teaching had improved the performance

of the experimental group.

8. There was a significant difference in the mean gain between the experimental and

control groups in their performance on the fundamental operations of numbers which

means that the experimental group had a significantly greater gain with the use of peer

teaching while the control group did a very slight improvement.

9. There was a significant difference between the pre-test and post-test mean scores of the

experimental group in (their performance in ) College Algebra.

10. There was no significant difference between the pre-test and post-test mean scores of

the control group in College Algebra.

11. There was a significant difference between the pre-test mean scores of the experimental

and control groups in College Algebra.

12. There was no significant difference between the post-test mean scores of the

experimental and control groups in College Algebra.

13. There was a significant difference in the mean gain between the experimental and

control groups which means that the experimental group had a significantly greater

gain in their performance in College Algebra with the use of peer teaching while the

control group did not.

http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.682.7395&rep=rep1&type=pdf&fbclid=IwAR3QBXJ0WrOcpJQHst0wXbzkMtDNI27-
yYIVrETuficf2gN4_02LrWTtQ-Q

Vasay, E. (2010). THE EFFECTS OF PEER TEACHING IN THE PERFORMANCE OF STUDENTS IN

MATHEMATICS. [online] Citeseerx.ist.psu.edu.
At the beginning of 1980, Joyce and Shawn conducted an investigation on their hypothesis that
peer-teaching would result in much greater transfer than training alone. They asumed that the
tutor needs to have deeper understanding or expert in the area. The literature on supervisory
practices and feedback influenced the thinkings of researchers as they struggled to form the kind
of structured feedback that appeared to facilitate skill development. The result in their study is
that teachers who had a coaching relationship---that is, who shared aspects of teaching, created
plans together, and pooled their experiences--- were able to find out new skills and strategies.
These new findings were practiced more frquently by those who experienced coaching
relationship than those who worked alone to expand their knowledge.
At the end of their study, they recommended that schools should organize teachers into
peer-teaching teams and arrange the system or school settings so that the teachers could work
together in order to gain enough skill to help the learning of students.