Peer Tutoring as a Remedial Measure for Slow Learners in a Medical School

• Main Authors: Ray (Arora) Suranjana, Ray Ujjani, Ray Manas Kanti
• Format: Article
• Language: English
• Published: Krishna Institute of Medical Sciences University 2015-01-01
• Series: Journal of Krishna Institute of Medical Sciences University
• Subjects: Medical School; Peer Tutoring; Remedial Measure; Slow Learner
• Online Access: http://jkimsu.com/jkimsu-vol4no1/JKIMSU,%20Vol.%204,%20No.%201,%20Jan-Mar%202015%20Page%20130-134.pdf
• ISSN: 2231-4261; 2231-4261

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.