(PDF) Effect of Peer Learning on the Achievement of Secondary School Student

CHAPTER ONE

INTRODUCTION

Background of the study

Peer learning, in its broadest sense, is defined as students learning from and with one another in both formal and informal ways. It is an instructional strategy in which groups of children under the direction of a teacher work together on a given instructional assignment with a brilliant child, the peer teacher, providing assistance and instruction to others [Igboanugo, 2011]. It’s an expert. They could have a lot of or very little experience and expertise. They are accepted as fellow students in the study. Most importantly, they have no power over one another as a result of their positions or responsibilities. Incidental peer tutoring (IPT) and structured peer tutoring are the two most common types of peer tutoring (SPT). Peer tutoring occurs frequently at school, after school, and while students are socializing. Structured peer tutoring, on the other hand, refers to peer tutoring that is used in specific situations and for specific subjects and is based on a well-structured plan prepared by the teacher [ogundola, 2017]. The high, middle, and low achievers among the students will be identified by the teacher using the peer learning strategy. High achievers serve as peer teachers, while middle and low achievers are assigned to peer teachers in small groups for instruction and support. The teacher creates the lesson plan and reviews it in order with the other teachers. He also teaches the peer teacher how to inform, reward, and interact with the students [Igboanugo,2011]. Nelson formalized peer learning as a way for students to learn more effectively in [Umezurike,2015]. It allows for the complexities of human relationships to be explored within a teaching context, which improves students’ learning outcomes [Umezurike, 2015]. Peer learning refers to a variety of in-classroom and out-of-classroom learning strategies. Student-centered learning can be facilitated in both areas by using partners or groups of students. Teacher guidance is present at various levels in each. Peer or student tutoring, group-based discussions or group projects, and student-led classes or online discussions have been the most popular peer learning strategies over the last decade. Depending on the dynamics of the group and how they are implemented, each of these strategies has benefits and drawbacks [wessel, 2015]. Peer learning strategies, according to [wessel,2015], foster student relationships and help students develop a greater understanding and acceptance of multiculturalism. When students are placed in groups where they are free to talk, they can share details about their backgrounds and beliefs, potentially resulting in greater understanding among group members. Students also learn how to interact with a group of people with whom they may not normally work and how to hold a conversation even when it is outside of their comfort zone. [Adeoye,2010] teaches students how to develop analytical skills that will help them solve problems in a variety of situations. It provides students with the opportunity to learn from each other at a time when school resources are stretched and staff demands are increasing. Traditional teaching and learning methods, according to [Okoro, 2001], do not pay attention to individual differences and have no built-in mechanism to measure the level of students’ interest in and appreciation of the lecture. The teacher must ensure that the entire group has positive interdependent-face-to-face interaction, group processing, and individual and group accountability in order for peer learning to be effective. While important cognitive activities and interpersonal dynamics are quietly at work, positive interdependent emphases the importance and uniqueness of each group member’s efforts. Students inevitably assume leadership roles, acquire conflict-management skills, discuss and clarify concepts, and unravel the complexities of human relationships within a giving context as they communicate with one another; this process improves their learning outcomes [Umezurike, 2015]. Peer learning refers to a variety of in-classroom and out-of-classroom learning strategies. Student-centered learning can be facilitated in both areas by using partners or groups of students. Teacher guidance is present at various levels in each. Peer or student tutoring, group-based discussions or group projects, and student-led classes or online discussions have been the most popular peer learning strategies over the last decade. Depending on the dynamics of the group and how they are implemented, each of these strategies has benefits and drawbacks [wessel, 2015]. Peer learning strategies, according to [wessel,2015], foster student relationships and help students develop a greater understanding and acceptance of multiculturalism. When students are placed in groups where they are free to talk, they can share details about their backgrounds and beliefs, potentially resulting in greater understanding among group members. Students also learn to interact with a group of people with whom they may not normally work and to engage in conversation with strangers.

Statement of research problem

In peer-to-peer learning, students become the instructor and they advise the students who need aid in their studies. Explaining and teaching a topic to another not only helps to expand one’s own learning but also provides pupils the chance to comprehend better the content being studied. Moreover, peer-to-peer tutoring may assist to enhance their presenting and teaching skills: “Although it is time-consuming, a successful session can be a rewarding one. I believe my presenting abilities and teaching skills have improved.” And for another peer tutor, “It provides an informal atmosphere and may start a nice conversation. yet in as much as peer learning is excellent for the academic success of secondary school student it also has some of its own difficulties. the peer tutors reported a variety of problems during peer-learning sessions, including communication, time management, group management, interest sustenance and lack of expertise. These issues left behind a bad impact on the teaching and learning process in the course of the peer-learning sessions.

Objectives of the study

The primary objective of the study is as follows

To ascertain the effect of Peer Learning on the academic achievement of secondary school Students

Research hypothesis

1. What are the effects of Peer Learning on the academic achievement of secondary school Students?

2. What are the strategies used for peer learning in other to improve the achievement of secondary school student?

3. How can peer learning be improved in other to achieve academic excellence of secondary school student?

Significance of the study

The significance of this study cannot be underestimated as:

This study will examine effect of peer learning on the achievement of secondary school student.

The findings of this research work will undoubtedly provide the much needed information to government organizations, ministry of education and academia.

Scope of the study

This study examines effect of peer learning on the achievement of secondary school student hence, this study will be delimited to Ogun state.

Limitations of the study

This study was constrained by a number of factors which are as follows:

just like any other research, ranging from unavailability of needed accurate materials on the topic under study, inability to get data

Financial constraint , was faced by the researcher ,in getting relevant materials and in printing and collation of questionnaires

Time factor: time factor pose another constraint since having to shuttle between writing of the research and also engaging in other academic work making it uneasy for the researcher

Operational definition of terms

Effect: a change which is a result or consequence of an action or other cause.

Peer learning: peer learning refers to situations where peers support each other in learning processes

Achievement: a thing done successfully with effort, skill, or courage.