Effects of Peer Tutoring on Academic Achievement: A Social Constructivist Perspective
DOI:
https://doi.org/10.56976/rjsi.v7i2.357Keywords:
Peer Tutoring, Academic Achievement, Social Constructivism, Collaborative Learning, Vygotsky, Cognitive Development, Educational StrategiesAbstract
There is also peer tutoring that involves students teaching other students and peer tutoring has been considered a potent instrument in education. This paper examines how peer tutoring influences academic performance in the context of social constructivism which is a theory proposed by Vygotsky, a theory that places emphasis on the role of social interaction and cooperative learning in cognitive growth. According to social constructivism, knowledge is socially constructed and thus the peer tutoring provides the most suitable learning environment. The article is a literature review of peer tutoring and its results with reference to the relations in the tutor-tutee relationship, the impact of collaboration, and the impact of the social contexts. Through the examination of the results of the peer tutoring on the academic success, this paper presents the advantages of the active involvement, knowledge exchange, and interpersonal communication. Findings have shown peer tutoring to enhance academic performance of tutors and tutees, and enhances better understanding, communication skills and positive learning environment. The article has also ended by commenting on implications of peer tutoring on the educational practice and recommending future research areas.
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