The purpose of this study was to investigate the perception of teachers, instructors, and students regarding the introduction of peer tutoring and reciprocal peer tutoring in the teaching and learning of Electrical Installation in technical colleges in Nigeria. The study examined the problems associated with student’s academic performance in Electrical Installation in technical colleges.
The study adopted a basic qualitative design to determine the perceptions of teachers, instructors, and students of Electrical Installation regarding the introduction of peer tutoring and reciprocal peer tutoring in technical colleges in Nigeria. 15 participants took part in the study through personal interviews. The participants consisted of 3 teachers, 3 instructors, and 9 students from three selected colleges. Data collection was done through personal interviews. The interview was designed following the two research questions on which the study was based. The data were analyzed by coding the responses of teachers, instructors, and students.
Table of Contents
CHAPTER 1
Introduction
Background of the Problem
Problem Statement
Objectives of the Study
Assumption
Research Questions
Theoretical Framework
Significance of the Study
Nature of the Study
Limitations
Scope/Delimitations
Organization of the Study
CHAPTER 2
Literature Review
Conceptual Review
Concept of Technical, Vocational Education and Training (TVET)
Technical Colleges
Electrical Installation
Academic Performance in Electrical Installation
Factors Influencing Students Academic Performance in Electrical Installation
Teaching Methods
Lecture Method
Summary of Lecture Method
Peer Tutoring Instructional Technique
Summary of Peer Tutoring Instructional Technique
Reciprocal Peer Tutoring Instructional Technique
Summary of Reciprocal Peer Tutoring Technique
Review Strategy
Literature Gap
Summary of Reviewed Literature
CHAPTER 3
METHODOLOGY
Research Design
Participants Selection
Instrumentation
Data Collection Procedures
Informed Consent
Procedures for Participation
Recruitment Procedure
Procedure for Data Collection
Interview
Data storage and documentation
Data Analysis
Trustworthiness
Internal Validity
Triangulation
Member checking
Control of Extraneous Variables
External Validity
Ethnical Consideration
Confidentiality
Summary of Methodology
CHAPTER 4
Findings
Technical Colleges
Teacher Instructional Methods
Analysis Setting
Demographics Layout
Analysis Layout
Analysis of Research Question 1
Analysis of Research Question 2
Coded Transcripts for Research Question 1
Coded Transcripts for Research Question 2
Test for Fidelity
Summary of Results
Discrepancy
Summary of Chapter 4
CHAPTER 5
Summary, Conclusions and Recommendations
Summary of Findings
Interpretation and Discussion of Results
Recommendations for Practice
Implication
Contributions to Knowledge
Limitations of the Study
Recommendations for Further Studies
Summary of the Study
Research Objectives and Topics
The primary research objective is to investigate the perceptions held by teachers, instructors, and students regarding the integration of peer tutoring and reciprocal peer tutoring as effective instructional strategies for teaching Electrical Installation in Nigerian technical colleges, aiming to address the decline in student academic performance.
- Effectiveness of peer tutoring in technical and vocational training.
- Impact of the traditional lecture method on student underachievement.
- Role of reciprocal peer tutoring in fostering social interaction and collaborative learning.
- Challenges within Nigerian technical college facilities and instructional delivery.
- Strategies for improving student engagement and career-readiness in the electrical industry.
Excerpt from the Book
Reciprocal Peer Tutoring and Academic Performance of Students
Reciprocal peer tutoring is the allocation of topics and sub-topics to learners in groups to be delivered by them to their fellow learners under the osmosis of their teacher. In reciprocal peer tutoring class, the teacher allocates the topics or sub-topics and the learners took a turn teaching the topic to their fellow students in the group. It is a form of collaborative learning technique in which the learner changed responsibilities as tutee and tutor. Using this technique learners perform the role of teacher and student. DeBacker, Van-Keer, Moerkerke, and Valcke (2016) opined that reciprocal peer tutoring is a switchover of learners’ roles in a group which enable each learner to put into use the particular gains acquired from supplying and acquiring academic help. In reciprocal peer tutoring, two or more students substitute roles as tutor and tutee, in a learning situation with an agreed time in each task. In most cases, the best-performing learner in terms of social skills, intelligence and academic performance are usually matched with average and low-performing learners in reciprocal peer tutoring classes. Learners in reciprocal peer tutoring classes may be accountable for learning, observing, recording, and appraising their tutor/tutees based on the prepared instructional materials by their respective teachers.
Summary of Chapters
CHAPTER 1: This chapter introduces the study, covering the problem context regarding student performance, research objectives, and the theoretical framework.
CHAPTER 2: This chapter provides a comprehensive review of literature related to lecture methods, peer tutoring, and reciprocal peer tutoring techniques.
CHAPTER 3: This chapter details the qualitative methodology, including research design, participant selection, data collection, and analytical procedures.
CHAPTER 4: This chapter presents the data findings from interviews, discusses the results, and tests for fidelity in the research.
CHAPTER 5: This chapter summarizes the study, provides conclusions based on the research findings, and offers recommendations for future pedagogical practice.
Keywords
instructional methods, peer tutoring, reciprocal peer tutoring, lecture method, academic performance, electrical installation, technical colleges, teachers, instructors, students, social learning theory, TVET, student engagement, teaching strategies.
Frequently Asked Questions
What is the primary focus of this thesis?
This research primarily examines the perceptions of educational stakeholders regarding the implementation of peer tutoring and reciprocal peer tutoring as alternatives to conventional lectures for Electrical Installation instruction in Nigeria.
What are the core thematic areas?
The core themes include the effectiveness of student-centered instructional designs (peer tutoring/reciprocal peer tutoring), the limitations of the traditional lecture-based instructional method, and strategies to improve technical skills and academic performance in vocational colleges.
What is the main research question being asked?
The study revolves around how teachers, instructors, and students differ in their perception of adopting peer tutoring and reciprocal peer tutoring, and whether these methods can effectively bridge the existing performance gap in technical colleges.
Which scientific methodology is utilized?
The study adopts a basic qualitative research design, employing semi-structured, face-to-face interviews with 15 participants (teachers, instructors, and students) to collect data, which are subsequently analyzed through thematic coding.
What subjects are covered in the main section?
The main sections cover the background of declining academic performance in technical colleges, a detailed literature review on active learning versus passive lecture methods, the methodology of interview-based qualitative inquiry, and a comprehensive discussion of findings.
Which keywords characterize this work?
Key terms include instructional methods, peer tutoring, reciprocal peer tutoring, academic performance, Electrical Installation, vocational training (TVET), and technical education quality.
How does the social learning framework explain the benefits of peer tutoring?
Drawing on Vygotsky’s social learning theory, the work posits that knowledge is a construction built through social collaboration. Peer tutoring facilitates an active learning environment where students act as tutors and tutees, promoting intellectual and social development.
Does the study provide specific recommendations for the government?
Yes, the study recommends that the Nigerian government should prioritize funding for workshop facilities, promote public-private partnerships, and support professional training for teachers to adopt collaborative instructional techniques like RPT.
- Citar trabajo
- Dr. Timothy Okpeku Oziegbe (Autor), 2022, Introducing Peer Tutoring and Reciprocal Peer Tutoring in Colleges in Nigeria, Múnich, GRIN Verlag, https://www.grin.com/document/1350152
