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The evidences and generalizations of the preceding literature have assured that no solitary study has been conducted on theeffect of Peer Tutoring on Performance of Slow Learners in Southern Punjab, Pakistan yet. The proposed study aimed at revealing the marvelous secrets about the “Effect of Peer Tutoring on Slow Learner’s Performance.” Experimental design was opted to accomplish the study. A sample of 40 students was taken from Govt. Institute for Slow Learners, Layyah. A Self Designed Test was used to gauge the performance of slow learners in mathematics after implementing intervention plan. Statistical analysis entailed pretest and post-test findings and inculcations were analyzed by using Paired Sample T test. The inferences that SPSS exposed were significant. In a nutshell, numerical results evinced the hypotheses of proposed study. The value of p in Paired Sample T test which was (p=.000) claimed that there was notable difference in mathematics performance of experimental group after undergoing in peer tutoring session. To explore the gender disparity on the level of performance an independent t test was applied. The significant value (p=0.001) depicted by independent t test further armored the second hypothesis, ‘there may be gender difference in performance of mathematics after being exposed to peer tutoring’. The study and its empirical authentications prompted the educators to used peer tutoring as an effective teaching strategy and assisted psychologists to implement peer tutoring as a therapeutic intervention to augment the learning abilities of the slow learner students.
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