scholarly journals INCREASING STUDENT IMPROVEMENT: GIVING AUTONOMY TO STUDENTS OF INTERNATIONAL COLLEGE AT RAJAMANGALA UNIVERSITY OF TECHNOLOGY KRUNGTHEP IN THAILAND THE COMPLETE PEER TEACHING METHOD TO THEIR PEERS IN C

2017 ◽  
Author(s):  
Komm Pechinthorn
Keyword(s):  
Teaching Method ◽  
Peer Teaching ◽  
Student Improvement ◽  
University Of Technology ◽  
International College

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

scholarly journals PENINGKATAN KOMPETENSI PEDAGOGIK GURU DALAM MENERAPKAN PEMBELAJARAN PROBLEM BASED LEARNING MELALUI PEER TEACHING

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Hilmi Helen
Keyword(s):  
Teaching Method ◽  
Problem Based Learning ◽  
Learning Model ◽  
Peer Teaching ◽  
Teacher Competence ◽  
Research Subjects ◽  
Continuous Training ◽  
Pedagogical Competence

The teacher profession is very important as the spearhead in learning that creates students who have proficient abilities and skills as well as good attitudes in life. A competent teacher is certainly a reflection of continuous training and experience. One way to hone teacher competence in teaching is through peer teaching, known as peer teaching. Through this method, it is hoped that the teacher will have competence in teaching, especially in this study on the problem-based learning model where students are trained to solve problems based on the problems presented by the teacher. This research was conducted in October 2019 at SMP Negeri 11 Dumai with 22 teachers as research subjects. The instrument used was the teacher's activity observation sheet. The results showed that the pedagogical competence of teachers in the first cycle was 71.15 in the sufficient category and in the second cycle it was 81.09 in the good category. Based on the results of the study, it can be concluded that the competence of SMPN 11 Dumai teachers in implementing problem based learning has increased through the peer teaching method.

scholarly journals FEEDBACK USE AND PERCEPTIONS OF PHYSICAL EDUCATION PRE-SERVICE TEACHERS

2020 ◽  
pp. 355
Author(s):  
Michael Spittle ◽  
Sharna Spittle ◽  
Kelly Ruecker ◽  
Janet Young
Keyword(s):  
Physical Education ◽  
Teaching Method ◽  
Common Type ◽  
Peer Teaching ◽  
Teacher Education Programs ◽  
Self Awareness ◽  
Knowledge Of Results ◽  
Feedback Frequency ◽  
Teaching Setting ◽  
Positive Knowledge

The purpose of this study was to explore the use of feedback and perceptions of the use of feedback by pre-service teachers in peer-teaching (instructing their peers in university classes) and practical placement settings (teaching in schools). Pre-service teachers specializing in primary physical education (PE) and one other teaching method (n=59) were observed while teaching a 15-minute lesson in a peer-teaching setting, with six participants also observed while teaching on practical placement. Participants retrospectively recalled the feedback they perceived providing during the lesson. Average feedback frequency rate was once every 56 seconds in peer-teaching and once every 86 seconds in practical placement. The most common type of feedback provided was verbal, non-skill related, positive feedback. Pre-service teachers perceived that they provided feedback significantly more often than they actually did (every 41 seconds versus every 56 seconds in peer-teaching). In peer-teaching, pre-service teachers perceived that they provided significantly more non-verbal, negative, knowledge of results, descriptive, and corrective types of feedback than they actually provided, whereas they perceived that they had provided significantly less verbal, non-skill related, positive, knowledge of performance, prescriptive, and terminal types of feedback than they actually provided (p<01). Pre-service teachers provided feedback frequently in peer-teaching and practical placement settings, but less often in practical placement than peer-teaching. Actual and perceived feedback frequencies differed significantly and suggest that pre-service teachers may not always be aware of how often and the type of feedback they are providing, highlighting that PE teacher education programs may need to work with pre-service teachers to develop self-awareness.

Presenting Controversial Issues in Applied Psychology through Debate-Style Peer Teaching

2005 ◽  
Vol 4 (2) ◽  
pp. 117-122
Author(s):  
Kevin Simpson
Keyword(s):  
Student Learning ◽  
Oral Presentation ◽  
Liberal Arts ◽  
Teaching Method ◽  
Peer Teaching ◽  
Controversial Issues ◽  
Applied Psychology ◽  
Simple Method ◽  
Teaching Activity ◽  
Research Findings

This article describes a simple method for presenting controversial issues in applied psychology that can be used in many liberal arts courses that introduce complex, and often contradictory, research findings. Evaluation of a debate-style, peer teaching activity occurred over separate semesters. Because students vary widely in their familiarity and facility with debate technique, I emphasised collaboration and the development of oral presentation skills rather than structured debate requirements, such as cross-examination and rebuttal, requisite to previously used debate methods. Student ratings of the effectiveness of this method were very favourable, although further research is required to elaborate the extent to which this peer teaching method directly influences student learning.

scholarly journals Improving Students' Physics Learning Outcomes Through Implementation of Peer Teaching Method

2021 ◽  
Vol 10 (1) ◽  
pp. 25
Author(s):  
Yeni Nuriyani ◽  
Widodo Winarso
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Teaching Method ◽  
Action Planning ◽  
Research Process ◽  
Circular Motion ◽  
Peer Teaching ◽  
Average Student ◽  
Class Average ◽  
Data Collection Technique

Classroom action research using peer teaching methods to improve learning outcomes in physics subject circular motion. This study's subjects were students of class X MIPA 3 SMA Negeri 4 Cirebon, Cirebon City, West Java Province, totaling 32 students. The data collection technique is done by test and observation. The research process was carried out in two cycles, each cycle consisting of four stages, namely: (1) action planning, (2) action implementation, (3) observation and interpretation, and (4) analysis and reflection. Based on the research that has been done, it can be concluded that there is an increase in learning outcomes in physics subject of student circular motion through the use of the Peer Teaching method. Pre-cycle data with a class average of 60.94 with a percentage of 28.13% complete learning or 9 students out of 32 students. The first cycle increased to 72.19% or 17 students completed with an average student grade of 53.13%, but this score had not yet reached the KKM that had been agreed upon. The second cycle increased to 81.25%, or 26 students completed with an average student score of 84.84. Thus, the peer teaching method's application can improve learning outcomes in the Physics subject of circular motion so that it is feasible to be applied in SMA Negeri 4 Cirebon

scholarly journals TEACING TENSES IN WRITING A SCIENTIFIC PAPER THROUGH PEER TEACHING METHOD FOR FINAL YEAR UNIVERSITY STUDENTS IN COVID-19 ERA

2021 ◽  
Vol 4 (3) ◽  
pp. 480
Author(s):  
Mu'man Mu'man ◽  
Yana Yana ◽  
Yogi Iskandar
Keyword(s):  
University Students ◽  
Teaching Method ◽  
Scientific Paper ◽  
Peer Teaching ◽  
National Journal ◽  
Final Project ◽  
Research Article ◽  
Post Test ◽  
Good Writing ◽  
Group 2

The ability to write a research article is one of students’ obligation that must be mastered because final year university students are always faced to the final project especially writing an article to be published in national journal as one of the requirement to pass or graduate from the campus where she/he lectures. This research aims to identify the errors of using tenses in students’ articles. This research used the method of qualitative descriptive with test – pre-test and post-test as an instrument. Pre-test was done to measure how students understand the tenses with the functions while post-test was done after the result of pre-test needed to continue to the treatment in order to have a high good writing quality. After treatment was conducted, two groups still left three errors consisting of 33 from group 1 and 44 from group 3, and three groups left two errors consisting of 46 from group 2, 29 from group 4, and 15 from group five. From the result of post-test can be decided that peer teaching method is very effective to overcome students’ problem especially in understanding or mastering the use of tense in a research article. Keywords:  Peer Teaching, Tenses, Scientific Paper

scholarly journals Factors in Controlling the Successful Peer Teaching Method in Higher Education

2020 ◽  
Vol 5 (1) ◽  
pp. 1-7
Author(s):  
Komm Pechinthorn ◽  
Jirangrug Samarkjarn ◽  
Nico Irawan
Keyword(s):  
Student Learning ◽  
Teaching Method ◽  
Time Frame ◽  
Calculation Model ◽  
Peer Teaching ◽  
Capital City ◽  
Multiple Regression Equation ◽  
Teaching Methodology ◽  
Student Survey ◽  
Class Room

This educational research paper was conducted by using questionnaires to collect the essential student survey data. The source of the study was a chosen mid-sized English for Everyday Use subject of 60 students in a public university under the International College of Rajamangala University Krungthep (ICUTK) in the capital city, Bangkok district in Thailand with the time frame from June to October 2019.The research employed multiple regression equation models by Minitab version 18 to study the structural relationships on satisfactions of peer teaching methodology, meaning that students were required to teach their peers instead of teachers in classroom. The selected variables were gender, GPA, age and attendance of the students. A major contribution of this education research was its significant direct relationship which mediated the method of teacher and student learning by testing the peer teaching methodology in classroom compared to the traditional classroom. Clear descriptive statistics such as mean, standard deviations were provided from the calculation and multiple regressions analysis shows the coefficients, t-stats, errors and significant values of each selected variables. Moreover, the calculation model for those variables was formed for the future prediction for the related educators. The results indicated the importance of peer teaching method in class room for student learning supporting by the highly satisfied scores have impact on all variables included in this research.

scholarly journals The Transformation of the Teaching Mode of German Course Based on Corpus — Taking the Sino-German Joint Education Cooperation in Qilu University of Technology (SDAS) as an Example

2021 ◽  
Vol 2 (5) ◽  
Author(s):  
Fei Sun
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Cooperative Education ◽  
Group Discussion ◽  
Teaching Mode ◽  
Teacher Guidance ◽  
University Of Technology ◽  
Teaching Content

Taking the Sino-German cooperative education project in mechanical and automotive engineering major of Qilu University of Technology (SDAS) for example, this paper mainly introduces the changes of teaching mode of German courses based on the corpus. The transformation of the teaching mode consists of both teaching methods and teaching contents. The teaching method has changed from teacher-teaching method to a hybrid method of "student self-exploration + group discussion + teacher guidance", and the teaching content has changed from "German" learning to "German +" learning. Changes above are shown and supported by project curriculum examples, which in turn demonstrate the role of corpus in foreign language teaching.

scholarly journals IMPLEMENTATION OF PEER TEACHING METHOD TO REDUCE COMPETENCE GAP OF VOCATIONAL STUDENTS

2018 ◽  
Vol 1 (1) ◽  
pp. 33
Author(s):  
Aris Eko Wibowo ◽  
Endri Triwiyono
Keyword(s):  
Graduate Students ◽  
Teaching Methods ◽  
Time Allocation ◽  
Teaching Method ◽  
Learning Experience ◽  
Peer Teaching ◽  
Learning Activities ◽  
School Graduate ◽  
Study Program ◽  
Practice Time

This study aims to describe the implementation, obstacles and benefits of peer teaching methods in machining practice frais course. The method was a descriptive qualitative. The population comprised of semester 1 students of Study Program of Mechanical Engineering Education Faculty of Engineering UNY. Data were collected by observation and interview. Data analysis used interactive model. The results show that this implementation works well with several benefits and obstacles. Benefits: 1) Improving discussion habits and exchanging knowledge to improve learning activities. 2) Provide an active learning experience. 3) Accelerate machining frais competence for high school graduate students. 4) Strengthening machining frais competence for vocational graduate students. 5) Improving students' enthusiasm, teamwork and confidence to do frais work. Obstacles: 1) introductory theory explanation was less conducive because students are listening while standing. 2) WPS discussion during the learning process reduces the practice time allocation. 3) Some students did not use glasses as a safety tool.

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