Peer Tutoring as a Remedial Measure for Slow Learners in a Medical School
Background: A Slow Learner (SL) is one who has the ability to learn necessary academic skills but at a rate and depth below average of the same age peers. Aims: To identify SL we have to judge them not just by their grade level, but by the fact that they master skills slowly, have difficulty fo...
Main Authors: | , , |
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Format: | Article |
Language: | English |
Published: |
Krishna Institute of Medical Sciences University
2015-01-01
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Series: | Journal of Krishna Institute of Medical Sciences University |
Subjects: | |
Online Access: | http://jkimsu.com/jkimsu-vol4no1/JKIMSU,%20Vol.%204,%20No.%201,%20Jan-Mar%202015%20Page%20130-134.pdf |
Summary: | Background: A Slow Learner (SL) is one who has the
ability to learn necessary academic skills but at a rate
and depth below average of the same age peers. Aims:
To identify SL we have to judge them not just by their
grade level, but by the fact that they master skills
slowly, have difficulty following multistep directives,
live in the present and do not have long term goals. The
remedial measures for these SL were repetition, peer
tutoring, enhancing their self-esteem and improve
confidence. With correct monitoring, support and
feedback from a teacher facilitator peer tutoring can
provide deeper learning, reduce dropout, and improve
social behavior. Objective: The aim was to identify SL
and to peer tutor them. Material and Methods: In a
group of 106 students in the first year of MBBS in a
college in Mauritius 20 students were identified as SL,
out of the other 86 students 2 to 3 students were
selected as peer tutors. The sample size on which the
questionnaire was used to determine slow learners
were 106 out of which 20 were found to be slow
learners. The peer tutors were selected among the 106
students. The facilitator trained the tutors. Conclusion:
In our Institute we found an alarming 15-18% of SL.
The SL responded positively to the peer tutoring and a
significant number improved their academic performance.
Peer tutoring has significant cognitive gains for
both tutor and tutees. Peer tutoring improves selfconfidence,
academic achievement, improves their
attitude towards the subject matter and encourages
greater persistence in completing tasks. Identifying SL
has many pitfalls as we should confirm that they are not
'reluctant' or 'struggling' learners but SL. |
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ISSN: | 2231-4261 2231-4261 |