Facilitating Group Analysis of Two Case Studies Utilising Peer Tutoring: Comparison of Tasks and Outcomes

Lin Siew Fong

Journal of Educational Issues, 2016, vol. 2, issue 2, 9099

Abstract: Peer-tutoring sessions of two groups of advanced diploma in financial accounting students with mixed proficiency were analysed thoroughly in this study. Numerous studies in peer tutoring have produced favourable results to both tutors and tutees due to the scaffolding process which promotes effective learning. However, there is a lack of studies conducted using case study as a group task in peer tutoring. Therefore, in this study, the analysis of this type of task in the course of peer tutoring is given much prominence. Video recordings of the peer-tutoring sessions were made and informants were interviewed and wrote journals in order to obtain data to be analysed. The researcher’s observation notes were useful in increasing understanding of the group process. The findings revealed that there were similarities and differences pertaining to the teaching and learning experiences encountered by both tutors and tutees when analysing the two case studies. Therefore, appropriate case studies which match students’ abilities are recommended to be used in peer tutoring. Furthermore, regular guidance provided by instructors for tutors is crucial in developing their confidence in playing their role.

Date: 2016
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.macrothink.org/journal/index.php/jei/article/download/9811/8072 (application/pdf)
https://www.macrothink.org/journal/index.php/jei/article/view/9811 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:mth:jeijnl:v:2:y:2016:i:2:p:9099

Access Statistics for this article

Journal of Educational Issues is currently edited by Priscilla Ann

More articles in Journal of Educational Issues from Macrothink Institute
Bibliographic data for series maintained by Technical Support Office ().