The Effect of Peer Learning and Tutoring in Authenticating Students' Learning through Modular Approach

Abstract

This study was aimed at investigating the role of peer learning and tutoring in authenticating students' learning through modular approach. The study was carried out up on samara university regular student in 2014. A total of 209 (109 male and100 female) respondents were included in the study. Six among seven colleges in the university were selected using purposive sampling, whereas, departments, sections and courses were selected using multi-stage cluster sampling i, e departments from colleges were selected by using lottery method. Then after, among courses for which students were tutoring, one course was selected again using lottery method. Among others, those students who were eligible to take tutorial sessions were selected using comprehensive sampling. Moreover, the one female and one male student, among one-to-five group team leaders of each selected class, were purposively selected for qualitative data. Data about implementation of tutoring and peer learning is gathered using both questionnaire (likert scale type) and focus group discussion. Similarly, data about harmonious implementation of modular approach was gathered using focus group discussion. Data regarding students' achievement in the particular course for which they had been tutored was gathered through document analysis. The Cronbach-alpha reliability estimates were found 0.917 and 0.944for tutoring and peer learning respectively.

The qualitative as well as quantitative results from multiple linear regressions about the effect of tutoring on students' achievement had indicated that tutoring has no significant effect on students' academic achievement.  Similarly, peer learning was appeared insignificant predictor of students' achievement as had been inferred from both quantitative and qualitative results. Furthermore, peer learning and tutoring cumulatively have very little or no explanatory power over students' academic achievement. This also has been supported by qualitative results, where the participants have pointed out that peer learning was not soundly implemented in their respective groups, hence, had not brought significant effect on students' achievement.   Qualitative data results have revealed that both peer learning and tutoring were better applied in parallel than block modality of delivery because there is relatively longer time for the mentor, leader and students in parallel modality. The result of independent samples t-test has been depicted that the mean score of students' result in parallel mode of delivery is less than that of block mode.