In this study, an innovative 'peer tutoring' programme at a high school in KwaZuluNatal was examined. The aim of the study was to explore the limits and possibilities
of this approach to enhancing learning at the school from the perspective of teachers,
tutors and tutees. 30 learners who were tutees in the programme, 10 tutors, and 5
educators were interviewed through semi-structured interviews into order to examine
how they were experiencing the programme. In addition, the researcher conducted
non-participant observations of selected peer tutoring sessions at the school. The
findings revealed that overall peer tutoring has positive benefits for learners and has
the potential to enhance learning and teaching at the school. Some of the benefits
that emerged are: increased motivation; enhanced self-concept; reduced inhibition;
learning in a supportive, enabling environment; increased communication and
dialogue; development of learner autonomy and independence. The study revealed
there are areas in the programme that need to be systematically monitored, for
example, peer interactions to ensure that they are not at a purely concrete knowledge
telling level. Training has to ensure that deep level thinking and problem solving
occurs. The active involvement of teachers is necessary at all levels, in particular to
monitor discipline. The findings also suggest that the success of a peer-tutoring
programme may be linked to the culture and ethos of the school as a whole. A school
that upholds the principles of inclusivity, values of caring and affirming others,
collaboration, and an ethos of working together may be an environment in which a
peer-tutoring programme will flourish. The whole school community needs to build
this kind of an ethos and culture - teachers, learners, parents, school management. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2005.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/1603 |
| Date | January 2005 |
| Creators | Xulu, Gugu Sylvia. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.019 seconds