Teaching methods through peer teaching methods are more successful as compare to the traditional way of teaching method.

1. 1 EFFECT OF PEER TEACHING ON STUDENTS’
ACADEMIC ACHIEVEMENT IN ENGLISH AT
ELEMENTARY LEVEL
Presented by:
Amana Butool
Supervisor:
Dr. Muhammad Akram Malik
INSTITUTE OF SOUTHERN PUNJAB MULTAN

2. 2
Overview
WHY
 Introduction
 Research Objectives
 Research Questions
 Significance of Study
WHAT
 Findings
 Conclusion
 References
HOW
◉ Literature Review
◉ Theoretical Framework
◉ Research Methodology
◉ Data Analysis

3. 3 Introduction
• To check the current preparation level of students regarding knowledge, application
and comprehension in their English subjects at elementary level as well as to
examine the effect of peer teaching method on the academic achievement.
• Peer Teaching: Peer teaching is a teaching strategy where a group of students
interact to help each other’s learning by one student occupying the role of tutor and
the other the role of tutee.
• Academic Achievement: 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.
• FGEIs: Established in 1975 by Federal Govt. of Pakistan under Cantonment Board
Educational Institutes, now deals primary to higher secondary education with more
than 311 branches (7 Federal Schools in Multan).

4. 4 Research Objectives
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.

5. 5 Research Questions
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?
Research Limitations
• The study is limited to the elementary students of Federal Govt. Educational
Institutes in Multan Region (Pakistan).
• This study is limited to Peer Teaching Method with its association elementary
education. It has focused on the non-equivalent results of experimental and control
groups of pupils, which leads to adequate solution to the problems of students’
academic achievement.
• 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.

6. 6 Statement of the Problem
Effect of Peer Teaching on Students' Academic Achievement in
English at Elementary level.

7. 7 Significance of Study
Would be significant and helpful for;
• English teachers to incorporate peer teaching practises in addition to
traditional instruction medium.
• Elementary educational institutes to examine peer teaching techniques in
the learning environment which may lessen the teacher's workload,
especially in overcrowded classes.
• Increasing the students' motivation, interest and confidence level by
involving their peers as their teachers.
• Enhancing best teaching and learning practises through peer teaching
policy.
• Identifying and analysing each student's contribution to the learning process
• More engaging and interacting with each other may have a positive impact
on students’ attitude toward learning, comprehension, success, and
performance in English.
• Further research into peer teaching's effects on learning and development.

8. 8 Literature Review
Related Studies/Research Gap
Studies Variables Methodology Results
Engin-Demir (2009)
Coleman, (2006)
Woessmann (2004)
i. Family background
ii.Academic Achievement
Primary Data/
Quantitative
academic achievement is
affected by the foundation of
family background
Yinusa & Basil, (2008)
Adeniji (2007)
Saeed (2007)
i. School Related Factors
(material accessibility,
school area, class size,
teacher experience)
ii.Academic Achievement
Primary Data/
Quantitative
All variables have strong
impact on Students’ Academic
Achievement
Engin,(2009)
Etsy, (2005)
Diaz, (2003)
i. Student Characteristics
(Motivation, Well-being)
ii. Academic Achievement
Primary Data/
Quantitative
Motivation and Well-being
have strong impact on
Student’s Academic
Achievement

9. 9
Continued….
Studies Variables Methodology Results
Collins, 2016
Gitau, 2016
Winslow, 2013
1. Peer supervision
2. Academic assessment
3. Career development
Primary Data/
Quantitative
Motivation and Well-being
have strong impact on
Student’s Academic
Achievement
Bombardelli,
2015
Atnafu, 2014
i. Effective Teaching Practices
ii. Peer Tutoring
iii.Active Citizenship Education
Primary Data/
Quantitative
Active citizenship education
is affected by peer tutoring
and effective teaching
practices
Hofman, 2012
Scruggs et al.,
2012
Gorman et al.,
2011
i. Peer Counselling
ii. Supervisory Orientation
iii.Peer orientation
iv.Cognitive orientation
Primary Data/
Quantitative
Student behaviour and
academic performance are
influenced by all variables.

10. 10
Continued….
Studies Variables Methodology Results
Shaker, MA et
al., (2020)
Influence of Parents on
i. Academic, Social, Emotional
and Psychological
Development of Students
Primary Data/
Quantitative
Most parents report that
parent meetings can
motivate students to do their
academic performance.
Saeed, S.,
(2019)
i. Educational Supervision
instructional conduct, its
regularity, supervision
record keeping, and
applicability for teachers
Mixed
Method
Comparative
Study
All variables are found
having more prevalent in
APS&C than in FEI.
Irfan Ullah et
al., (2018)
i. Peer Tutoring
ii. Academic Performance in
biology Subject
Primary Data/
Quantitative
Effect of peer guidance on
the knowledge,
understanding and
application of the cognitive
domain of Bloom's taxonomy
is strong

11. 11
Theoretical Framework
Lev Vygotsky's (1987) developed Sociocultural Theory which suggests
that;
• Teen agers possess fundamental attention, perceptual, and memory
abilities that they share with their mates.
• Interaction with mates 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.
• 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.

12. 12
Research Methodology
Research Design Quantitative and Quasi-experimental design
Method of Data Collection Pre-test and Post-test Equivalent Groups
Tool Development For Pre-test and a Post-test;
• Achievement test tool developed
• Total 30 items/quiz
• From the English text book of 6th class
• Table of specifications under English Comprehension, Knowledge and
Application.
Population 618 students currently study in class VI (English Subject) from 7-FGEIs in
Multan-Pakistan
Sample 70-Students from 2-FG SMHS (Boys, Girls) , Multan
Research Material &
Scoring Scheme
Knowledge (12 Marks), Comprehension (6 Marks), Application (12 Marks) =
Total 30-Marks
Analysis Technique Mean, SD and t-test to compare the groups on the pre-test and post test

13. 13
Data Validity
The test material and format have been properly arranged/drawn
under their respective categories i.e. knowledge, comprehension
and applications in the light of observations after pilot study and
expert’s opinion, therefore, data validity has been confirmed.
Data Reliability
Cronbach’s Alpha values against the categories of knowledge,
comprehension and application in results shows the required level
of >0.7 therefore data is reliable.

14. 14
Data Analysis
Differences between Control Group and Experimental Group in
Pre-Test
Differences between Control Group and Experimental Group in
Post-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
Comprehen
sion
35 19.52 1.48 52.58 19.40 1.95 52.91
Application 35 20.56 3.21 29.34 20.60 20.60 20.60
Control
Group
Experimental
Group
N Mean S.D t-value Mean S.D t-value
Knowledge 35 22.15 2.17 54.13 25.14 1.53 63.535
Comprehen
sion
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
Results show that minor differences in mean, SD and t-values are found between both
groups in pre-test but post-test shows huge differences between the both groups after given
treatment to the experimental group.

15. 15
Differences of Total Scores between Control Group and
Experimental Groups in Pre-test
Differences of Total Scores between Control Group and
Experimental Groups in Post-test
Group Type N
Total
Scores
Obtained
Scores
Percentag
e
Control Group 35 1050 722 68.76
Experimental
Group
35 1050 711 67.71
Group Type N
Total
Scores
Obtained
Scores
Percentag
e
Control Group 35 1050 756 72.00%
Experimental
Group
35 1050 933 88.86%
Results of analysis 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).

16. 16
Findings
• 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.
• 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 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.

17. 17
Conclusion
• 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.
• 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.
• 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
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.

18. 18
Recommendations
• Peer teaching method in teaching and learning must be implemented in
the education system of Pakistan with all its certain features.
• Extra-curricular activities of students especially boys must be align with
their educational needs and be transformed into peer teaching to enable
them to learn positivity.
• Teachers must encourage and mould his/her students to accompany
with their best ones in their learning and achieving process.
• Motivation and interest in co-learning through peer teaching must be
increased by teachers, principals and parents in students to join peer
teaching treatment.
• Rewards, incentives and appreciation must be awarded those students
who join peer teaching.
• “Ao Mil Jul kr Parhe” must be added with “Mar Nahi Pyar” in schools to
reshape our educational system.

19. 19
THANK YOU