Sub-theme C: Methodologies & Strategies In Learning, Teaching & Assessment
C3-7 Student Perspectives on The Use of Peer Tutoring In Performing Simulation-Based Tasks Chai Ming Sing School of Social Science & Humanities Tunku Abdul Rahman University College, Malaysia
[email protected] Lin Siew Fong School of Social Science & Humanities Tunku Abdul Rahman University College, Malaysia
[email protected]
Abstract The main purpose of this study was to find out the impact of peer tutoring when performing simulation-based tasks. Twenty Diploma in Business Administration students with mixed English proficiency in an institution of higher learning formed four case study groups in this study. The observations, interviews and diary entries used revealed that there were various benefits experienced by both tutors and tutees during the sessions. The advantages gained by the tutors ranged from ability to provide assistance in the learning process, improves communication skills, heighten decision making skills, bolstered character-building and social skills. Whilst tutees benefited from receiving knowledge, increasing motivation, refining critical thinking, honing oral presentation skills and reducing stress in their learning environment. Debriefing sessions between the instructor and the tutors were also conducted in order to increase the latter’s confidence level in teaching. Keywords: Peer Tutoring, Tutor, Tutees, Learning, Communication, Critical Thinking, Debriefing
Introduction The use of peer tutoring as an alternative teaching method with higher learners’ involvement has become more and more popular in the education field, both in school (Boudouris, 2005) and institutions of higher learning (Potter, 1997; Chen & Liu, 2011). This teaching method has been found to be valuable for both student tutor and tutee (Pugh, 2005). When students are involved actively in small groups, they help one another to develop a deeper understanding of the subject matter than before. Tutors when given the opportunity to lead can also increase their confidence and communication skills in the course of explaining information to their tutees. Simultaneously, their understanding of the subject matter deepens through their teaching to others (Potter, 1997). In peer tutoring, students are encouraged to be active and are given more accountability and responsibility in their learning. The focus on learners especially in their social interactions with others is emphasised rather than on teachers alone as in the case of traditional teaching method. A high level of participation from students in the learning process is highly encouraged in the development of critical and creative thinking skills. In view of the advantages and educational benefits of peer tutoring as compared with traditional methods of classroom instruction where interaction among learners is minimal, this alternative teaching method could be beneficial to students in the teaching of English in Malaysia. The large number of students in a class with varying levels of interest, preparedness and language proficiency, makes the teaching of English challenging. Peer tutoring can be used to help students learn in a meaningful way. Therefore, this study explores the impact of using peer tutoring as a teaching strategy when performing simulation-based tasks in an English class.
P a g e | 322
Sub-theme C: Methodologies & Strategies In Learning, Teaching & Assessment
Literature review Many peer tutoring programmes have been used effectively to support learners academically, socially and emotionally. Examples of peer tutoring programmes that have been found to be beneficial to students are peerassisted learning strategies, student team learning, reciprocal peer tutoring, peer-mediated instruction and interventions, and class wide student tutoring teams (Boudouris, 2005). Peer tutoring can be used interchangeably with the terms peer-assisted learning, peer teaching, partner learning, peer education, and child-teach-child (Henning, Weidner, & Jones, 2006). In addition, the definition of peer tutoring can vary according to the types of tutees, the purpose of the peer tutoring and the context in which it is conducted (Chen & Liu, 2011; Ramasamy, 2004). Generally, tutoring focuses on specific areas of learning such as problem areas experienced by tutees (Pugh, 2005). A peer tutor is usually regarded as a friend or fellow course-mate rather than an authoritative figure. In this study, a peer tutor is defined as a student who is more able and knowledgeable than the tutees in the group and has voluntarily agreed to facilitate the discussions of the group when performing simulation-based tasks. Theories of learning In peer tutoring, social interaction is an important component in the process of learning. The interaction among tutors and tutees influences the development of cognition among learners. They communicate and influence each other in the process of learning (Qureshi & Stormyhr, 2012). The ways learners learn, gain and process information can be explained by using two theories which are information processing theory and social learning theory (Lyttle, 2011). The information processing theory gives emphasis to the brain to process new data and retain the information for future use. Data can be retrieved from the memory when it is needed and it can also be integrated to process new solutions. On the other hand, the social learning theory emphasises on learners observing, imitating and learning from others in a peer-tutor relationship. Based on the premise of this theory, educators prefer to use peer tutoring as a method in which more knowledgeable students can lead their peers in the learning process. Furthermore, the process of socialisation is important in learning and changing the learners’ mindset towards learning. Peer tutoring enables students to learn more meaningfully (Lyttle, 2011). When a tutor teaches others what he or she has learned, the process helps to reinforce the tutor’s own learning. The more knowledgeable tutor will serve as a role model and provides motivation for their tutees. Their learning may become more fun and interesting especially if they have forged a close friendship with each other. In the case of simulation learning that encompasses activities requiring learners to interact and use critical thinking skills to make decisions, social cognitive theory can be used to shade insights into the learning process (Burke & Mancuso, 2012). This theory describes learning as a process that is affected by intellectual, behavioural and environmental factors. These three factors are inter-connected and capable of exerting reciprocal influence over each other in the learning process as well as learners (Bandura, 1991). Learners not only master the content of learning but also make conscious effort to do self-reflection and take responsibility for one’s own learning to master new skills and knowledge. As learners interact with each other, they not only imitate and model, but also stimulate the cognitive growth of each other and sharpen their decision-making skills. Findings from previous research There is a significant amount of literature which promotes peer tutoring (Bergen & Han-fu, 2012; Joseph, 2009; Higgins, 2004; Potter, 1997). Peers can provide individual attention and assistance to one another. Thus, they can motivate one another and peer tutoring is beneficial for both tutor and tutees in helping to improve the academic performance and attitudes of students (Ramasamy, 2004). Research has also shown that students who are engaged in collaborative learning process not only develop a better understanding of the content of learning but also develop various skills such as critical thinking, communication and interpersonal relationship skills (Chaves, Baker, Chaves, & Fisher, 2006). Chen and Liu (2011) conducted a research on a peer tutoring programme in an institution of higher education in Taiwan. Their semi-structured interview results showed that both tutors and tutees benefited from the P a g e | 323
Sub-theme C: Methodologies & Strategies In Learning, Teaching & Assessment programme. They gained confidence, knowledge, interpersonal relations and communication abilities through the tutoring process. In addition, Qureshi and Stormyhr (2012) designed a peer tutoring model to be used in Norway. Their initial survey showed that peer tutoring is a viable model. It was supported by students reporting a positive feedback regarding the use of group dynamics and peer-tutoring as suitable teaching methods in higher education. Riley and Anderson (2006) also explored the effects of cooperative learning on cognitive outcomes in a webbased distance education course at the graduate level. Findings indicated that learners were more engaged with the material when they participated in group learning. In addition, learning improved in group activities as compared to independent learning activities. Based on the literature review discussed earlier, peer tutoring is viable in promoting learning among students and the educational benefits of peer tutoring are evident. Unfortunately, most of those studies were carried out outside Malaysia. There is a lack of local research involving the use of peer tutoring in performing simulationbased tasks in the teaching of English. Therefore, the researchers would like to investigate the impact of using peer tutoring among Malaysian students in this study.
Methodology 20 Diploma in Business Administration students with mixed ability in English formed 4 case study groups, namely, Groups 1, 2, 3 and 4 in this study. The 4 tutors for each group who were Lem, Guan, Bill and Chor were chosen based on their best proficiency in English within the group they were placed in. Furthermore, they were agreeable in becoming tutors in their groups. There were 4 tutees in each group. Group 1 consisted of Lem, Woon, Tee, Heng and Yong while Group 2 comprised of Guan, Foong, Ling, Choi and Choo. Bill, Cheng, Hoo, Wan and Kum formed Group 3 while Group 4 consisted of Chor, Wayne, Tong, Ong and Kang. The tutors assisted the tutees in performing 4 simulation-based tasks which were adapted from Ur (1997). Task 1 The first task, “Stranded on an Island”, required the tutees to imagine being shipwrecked on an island. They had to select 5 out of 10 items listed out. The 10 items consisted of a knife, a radio, a torch, a compass, a rope matches, canned food, water, signal flares and first aid kit. Task 2 The second task, “Choosing an Heir or Heiress”, involved the tutees in choosing a candidate out of 5 candidates who were Muthu, Kok, Adam, Halim and Kelly to inherit the property of a deceased rich man. Information on the candidates’ diverse background was provided to help the students in the decision making. Task 3 The tutees had to solve problems in the third task, “May I Solve Your Problem?” Each group was given a family problem to solve. The problems were on financial constraint, boy-girl relationship and friendship. Task 4 The final task was, “Whom Should We Release?” in which the tutees had to choose a criminal out of 5 criminals to release due to the problem of overcrowding in the prison. The criminals were Anne, Rahman, Samsaran, Salina and Wai Peng. Information on the criminals’ crimes and family background were provided to the tutees to help them in their decision making. Each task involved discussion among the students which would eventually result in consensus reached on the final decision made by the group. In addition, they were required to provide their rationales for the decision made. The respective groups spent 45 minutes in discussing each task. Later, the groups were given 15 minutes to present their final decision to their class.
P a g e | 324
Sub-theme C: Methodologies & Strategies In Learning, Teaching & Assessment The instructor also had a debriefing session with the tutors after every lesson in order to boost their confidence. This action was taken because some of the tutors, Guan, Bill and Chor constantly sought the instructor’s assistance during the initial peer-tutoring sessions because they were uncertain if they were playing their respective roles appropriately. Data Collection The peer-tutoring sessions were video-taped to facilitate observations to be carried out. In addition, both the tutors and tutees were interviewed and they wrote diary entries describing their experiences. The different research methods provided the triangulation of data needed for this study.
Findings Benefits Derived The observations, interviews and diary entries revealed some advantages gained by both tutors and tutees in the course of peer tutoring. Firstly, the benefits gained by the tutors were assisting tutees in their learning process, improving their communication skills, experiencing heighten decision making skills and fostering development of character and social skills. Secondly, the tutees gained much in receiving knowledge, increasing motivation, refining their critical thinking, honing oral presentation skills and experiencing a stress-free learning environment. The first part of this section focuses on the perspectives of the tutors while the second part centres on the perspectives of the tutees on the positive impact of peer tutoring. Tutors’ Perspectives Learning Process A number of researchers have found out that peer tutoring promotes learning (Clarkson & Luca, 2002; Oates, Paterson, Reilly & Statham, 2005). Similarly, all of the tutors in this study stressed that they had learned much while tutoring their friends. Lem and Guan explained through their diary entries that they improved on their research skills when making preparations to guide their tutees in the simulations. Furthermore, Lem and Chor concurred through their diary entries and interviews that they also learned how to lead a discussion. Their leadership improved in the course of the peer tutoring. Consequently, they became better tutors than before. In addition, Guan and Chor elaborated through their interviews that being tutors enabled them to improve on their vocabulary. It was due to the opportunity they had in using English to interact with their tutees. Simultaneously, they learned new English words from one another in the sessions. Bill admitted through his diary entry that he learned about the different mindsets that his tutees had. He could understand their arguments when he was able to see the different angles they were focussing on through their explanations. The situation made him more receptive towards their contribution of ideas. Communication Skills 3 of the tutors, Lem, Bill and Guan described the tutoring experience as providing them with the opportunity to improve their communication skills. Lem through his diary entry and interview explained that he learned how to communicate effectively in presenting his ideas to his friends while Guan in his diary entry stated that all of them in the group could interact well and share their opinions freely with one another. It was also observed that the tutees seemed to enjoy the sessions and were busy making notes during their discussions. Decision Making According to the tutors, tutoring others helped to heighten their decision making skills. Bill claimed in his diary entry that he became more focussed when making decisions. It was due to his heavy responsibility as a tutor that he was able to guide his tutees in making decisions in an organised manner. The tutees were observed to be answering prompting questions from Bill which assisted them in thinking logically. Furthermore, Chor noted in his diary entry and interviews that he was able to make logical and matured decisions through the sessions. It was made possible through the input provided by his tutees. In addition, it was P a g e | 325
Sub-theme C: Methodologies & Strategies In Learning, Teaching & Assessment observed that his group produced the best decisions in class for their second, third and fourth tasks. Chor and his tutees were also observed as very interested in the tasks, participated actively and filtered through one another’s ideas eagerly during their discussions. Lem through his diary entry and interview sessions elaborated that he was trained on how to make good decisions by summarising and focussing on pertinent issues in a situation. Through this, he was capable of thinking logically and rationally. It was also observed that his group seemed enthusiastic about the tasks and had the initiative to produce creative solutions in all of the simulations. Character-Building According to the tutors, peer tutoring helped them to form positive characteristics. Lem realised that he had improved in two distinct areas which were becoming more determined to achieve his goals and fostering good leadership behaviour. He explained through his diary entry and interview that he became an organised tutor by providing steps to his tutees on how to perform their tasks successfully. It was observed that he photographed the PowerPoint slides of the tasks and saved them in his laptop to make it accessible for his group for easy reference. Furthermore, he added his own research notes to the slides to help facilitate the discussions of tasks. It was observed that his tutees appreciated his efforts and were very attentive to him during the sessions. In addition, Guan explained through his diary entry that he became aware of the consequences of misbehaviour through the sessions. It might be due to the nature of the second and fourth tasks which involved discussions on some candidates with criminal records. The importance of moral behaviour was emphasised and the tutees were not in favour of condoning bad behaviour. Therefore, they did not select candidates with serious offences to inherit money (Task 2) or to be released from prison (Task 4). Guan’s group was also observed to take their tasks seriously and attempted to perform the tasks well. Social Skills The tutors’ diary entries and interviews revealed that the tutors were of the opinion that their social skills improved tremendously through their role as tutors. Firstly, Lem acknowledged that the team playing skills were very visible during their discussions. They attempted to reach consensus in their decision making peaceably. Whenever there were disagreements, they would discuss the ideas patiently and rationally with one another. Secondly, Lem, Bill, Chor and Guan also found themselves becoming open and approachable towards their tutees. Due to the close bond of friendship formed, they became closer to their tutees than before. They were helpful and willing to spend time explaining complex information to their tutees when the latter failed to understand it. It was also evident that all of the groups were participating actively in their tasks and they were enjoying their time of interaction with one another. Tutees’ Perspectives Knowledge All of the groups admitted through their diary entries and interviews that they had gained much knowledge from the peer tutoring. Groups 1 and 2 explained that they learned many new words from their group members. It was observed that the tutors would patiently explain the meanings of difficult words to their tutees. The tutors used the dictionary stored in their mobile telephones when they did not know the meanings themselves. The tutors even resorted to using Chinese (Mandarin), to help them further explain words which the tutees failed to comprehend. Groups 2, 3 and 4 gained knowledge in other areas, too. They were regarding the law of inheritance in Malaysia, counselling skills, interpreting situations and basic survival skills if they were shipwrecked. Most of the input was provided by their tutors who had carried out research beforehand to equip themselves with deep knowledge in guiding their tutees. This enables their tutees to perform the assigned tasks. Consequently, the tutees were appreciative of their tutors’ efforts in teaching them. Motivation All the groups claimed they were highly motivated to attend the lessons. The findings from the diary entries and interviews showed that they were interested in coming for the peer-tutoring sessions and were excited in P a g e | 326
Sub-theme C: Methodologies & Strategies In Learning, Teaching & Assessment performing the simulation-based tasks. Furthermore, the presence of their group members and the cooperation among them made them confident in completing the tasks successfully. In short, they found the sessions fun and enjoyable for they had to analyse different simulations for every session. Critical Thinking Peer tutoring can promote critical thinking among learners (Bell, 1991; Shamir, Zion & Spector Levi, 2008). The findings from this study also support this opinion. From the diary entries and interviews of all groups, it was found that the tutees experienced a positive change in their way of thinking. They were systematic and were trained to think logically and rationally when performing the simulation-based tasks. The information provided in each task was categorised, analysed and interpreted thoroughly. Moreover, their tutors trained them to be calm, positive and determined in seeking solutions to the problems presented. The researchers had also observed that the quality of the tutees’ decisions and the rationale for them had also improved significantly through the peer-tutoring sessions. Oral Presentation Skills Interestingly, the tutees admitted that they had improved on their oral presentation skills during the sessions even though the tutors were more involved than them in presenting information. According to the findings obtained from the diary entries and interviews, the tutees described themselves as becoming more confident in presenting their ideas orally. They believed that their public speaking skills improved due to the experience gained in explaining and defending their points. In addition, they had become persuasive speakers when convincing their friends to accept their ideas. Their arguments were also strengthened through much help from their friends. The assistance comprised of having to provide clear explanations and examples to their friends when they were posed with questions. It even included allowing their friends to assist them in clarifying themselves whenever they were unable to do it. This concurs with the view provided by Brookfield and Preskill (1999): Through discussion, we can help students grapple with the difficulties of trying to communicate ideas and meanings not immediately clear to others. Discussions can be a training ground in which people learn the importance of giving examples to illustrate complex propositions. (p. 26) Stress-Free Environment The tutees were satisfied with the peer-tutoring sessions because they created a stress-free learning environment for them. It is similar with the view shared by some researchers that group discussions create an environment conducive to learning and foster learners’ positive response towards the subject materials they are learning (Fantuzzo, Riggio, Conelly & Dimeff, 1989; Kulik & Kulik, 1979). Likewise, many of the tutees in this study stated in their diary entries and interviews that they were excited in attending the lessons. It was due to the comfortable situation created for learning. Furthermore, they found their peers friendly and they could interact with them easily. In addition, they explained that they had the courage to ask their tutors’ questions whenever they were unable to comprehend the information. They were able to pose their enquiries more frequently than in a normal classroom. Due to the lack of anxiety among the learners, they, too, were able to discuss effectively. It was observed that many of the tutees were finding the peer-tutoring sessions interesting. They were joking happily with their friends and there was not much inhibition among them.
CONCLUSIONS The use of peer tutoring in performing simulation-based tasks was deemed as effective by both the tutors and tutees in this study. The benefits gained by the former were helping tutees in their learning, improving their communication skills, enhancing their decision making skills and aiding in the development of character and social skills. Furthermore, the advantages gained by the tutees were gaining knowledge, promoting motivation, sharpening their critical thinking, improving their oral presentation and experiencing a stress-free learning environment. P a g e | 327
Sub-theme C: Methodologies & Strategies In Learning, Teaching & Assessment However, the importance of the instructor’s debriefing sessions with the tutors could not be undermined. It was only through those sessions that the tutors could share their difficulties with the instructor and solve problems which they encountered. Therefore, the tutors’ confidence could be boosted and hence, the quality of the peertutoring sessions could be improved.
References Bandura, A. (1991). Social cognitive theory of self-regulation. Organisational Behaviour and Human Decision Processes, 50, 248 – 287. Bell, J. H. (1991). Using peer response groups in ESL writing classes. TESL Canada Journal/ Revue TESL du Canada, 8 (2), 65-71. Bergen, T. J. & Han-fu, M. (2002). Peer tutoring and the self-instructional module. Educational Research Quarterly, 25 (4), 28-28. Retrieved from http://search.proquest.com/docview/216183331?accountid=48462 Boudouris, C. C. (2005). Peer-tutoring: Positive peer interactions. Ohio Reading Teacher, 37 (1), 11-19. Retrieved from http://search.proquest.com/docview/209604759?accountid=48462 Brookfield, S. D., & Preskill, S. (1999). Discussion as a way of teaching. Buckingham: Open University Press. Burke, H., & Mancuso, L. (2012). Social cognitive theory, metacognition, and simulation learning in nursing education. Journal of Nursing Education, 51 (10), 543-8. doi: http://dx.doi.org/10.3928/0148483420120820-02 Chaves, J. F., Baker, C.M, Chaves, J. A., & Fisher, M. L. (2006). Self, peer, and tutor assessments of MSN competencies using the PBL-evaluator. Journal of Nursing Education, 45 (1), 25-31. Retrieved from http://search.proquest.com/docview/203963107?accountid=48462 Chen, C., & Liu, C. (2011). A case study of peer tutoring programme in higher education. Research in Higher Education Journal, 11, 1-10. Retrieved from http://search.proquest.com/docview/877024941?accountid=48462 Clarkson, B. & Luca, J. (2002). Promoting Student Learning through Peer Tutoring – A Case Study. In P. Barker & S. Rebelsky (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2002 (pp. 1176-1181). Chesapeake, VA: AACE. Fantuzzo, J. W., Riggio, R. E., Conelly, S., & Dimeff, L. A. (1989). Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis. Journal of Educational Psychology, 81 (2), 173-177. Henning, J. M., Weidner, T., & Jones, J. (2006). Peer-assisted learning in the athletic training clinical setting. Journal of Athletic Training, 41 (1), 102–108. Retrieved from http://search.proquest.com/docview/206646996?accountid=48462 Higgins, B. (2004). Relationship between retention and peer tutoring for at-risk students. Journal of Nursing Education, 43 (7), 319–321. Retrieved from http://search.proquest.com/docview/203924603?accountid=48462 Joseph, J. K. (2009). The impact of peer tutoring of nursing students in a community college setting as measured by changes in learning and study strategies and grades. Capella University. ProQuest Dissertations and Theses, 120. Retrieved from http://search.proquest.com/docview/305160128?accountid=48462. (305160128). Kulik, J., & Kulik, C. (1979). College teaching. In P. L. Peterson and H. J. Walberg (Eds.), Research on Teaching: Concepts, findings and implications (pp.70-93). Berkeley, CA: McCutchan. Lyttle, L. (2011). Do peer tutors help teach ESL students to learn English as a second language more successfully? Retrieved from http://search.proquest.com/docview/870283903?accountid=48462 Oates, G., Paterson, J., Reilly, I., & Statham, M. (2005). Effective tutorial programmes in tertiary mathematics. International Journal of Mathematics Education in Science and Technology, 36 (7), 731-740. Potter, J. (1997). New directions in student tutoring. Education & Training, 39 (1), 24-29. Retrieved from http://search.proquest.com/docview/237075688?accountid=48462 Pugh, K. H. (2005). Peer tutoring do's and don'ts. Phi Delta Kappan, 86 (8), 631-631. Retrieved from http://search.proquest.com/docview/218481417?accountid=48462 Qureshi, M.A., & Stormyhr, E. (2012). Group dynamics and peer-tutoring a pedagogical tool for learning in higher education. International Education Studies, 5 (2), 118-124. Retrieved from http://search.proquest.com/docview/1009899663?accountid=48462 Ramasamy, J. (2004). The effects of peer tutoring on the language performance of low achievers in ESL class. Unpublished master dissertation, University Malaya, Kuala Lumpur. Riley, W., & Anderson, P. (2006). Randomised study on the impact of cooperative learning: Distance education in public health. Quarterly Review of Distance Education, 7 (2), 129-144, 225-226. Retrieved from http://search.proquest.com/docview/231181122?accountid=48462 P a g e | 328
Sub-theme C: Methodologies & Strategies In Learning, Teaching & Assessment Shamir, A., Zion, M., & Spector Levi, O. (2008). Peer tutoring, metacognitive processes and multimedia problem-based learning: The effect of mediation training on critical thinking. Journal of Science Education and Technology, 17 (4), 384-398. Ur, P. (1987). Discussions that work. Cambridge: Cambridge University Press.
P a g e | 329
