The purpose of this study was to examine the perception of students, peer assisters and the department head towards peer assisted instruction. It also aimed to investigate the extent of its implementation in sport sciences department and challenges which hamper its effectiveness. The subjects were peer assisters, tutees and the department head. They were selected through purposive sampling technique. Questionnaire, interview and focus group discussions were employed as data gathering instruments. The findings indicated that tutees, peer assisters and the department head have positive perceptions toward peer assisted learning instruction. They perceived that peer assisted instructional approach helps learners to develop their academic achievement, to enhance their social interaction skills and to manage their psychological difficulties. However, the practices were limited to activities such as doing assignments and project works, sharing their learning and studying experience. The data also revealed that factors such as lack of tutees motivation, lack of facilities, lack of support from the department, lack of peer assister tutoring experience were the observed challenges which affect students’ engagement in peer assisted instructional model.
Kajian ini bertujuan untuk menelisik persepsi siswa, tutor sebaya dan pimpinan lembaga mengenai implementasi tutor sebaya dalam pembelajaran. Selain itu juga bertujuan untuk mengetahui implementasi dan tantangannya dalam bidang ilmu olah raga. Subjek penelitian ini meliputi para tutor sebaya, peserta program tutorial (tutee), dan kepala lembaga. Semua subjek diseleksi menggunakan teknik purposive sampling. Kuesioner, wawancara, dan diskusi terfokus juga dilakukan untuk mengumpulkan data. Penelitian ini menemukan bahwa tutee, tutor sebaya, dan kepala lembaga memiliki persepsi positif terhadap pembelajaran tutor sebaya. Mereka menyatakan bahwa pembelajaran tutor sebaya dapat meningkatkan kemampuan akademik, kecakapan sosial, dan dapat juga mengatasi hambatan psikologis siswa. Bagaimanapun juga, praktik pembelajaran ini masih sebatas pada aktivitas mengerjakan tugas dan pembelajaran berbasis proyek, termasuk juga berbagi pengalaman belajar mereka. Penelitian ini juga menemukan bahwa beberapa faktor seperti motivasi tutee, ketiadaan fasilitas, kurangnya dukungan dari lembaga, dan kurangnya pengalaman tutor teman sebaya turut memengaruhi keterlibatan siswa dalam pembelajaran.
Keywords: academic achievement; challenges; perception; peer assisted instruction; sport science
Arendale, D. R. (2000). Effect of administrative placement and fidelity of implementation of the model on effectiveness of supplemental instruction programs. (unpublished doctoral dissertation). University of Missouri-Kansas City.
Arendale, D. R. (2014). Understanding the peer assisted Model: Students study groups in challenging college courses. International Journal of Higher education, 3(2), 1-12.
Arendale, D. R. (2017). Post-secondary peer cooperative learning programs: Annotated Bibliography, Curriculum and Instruction Department, College of Education and Human Development University of Minnesota. Retrieved on December, 2018 from https://cpltl.iupui.edu/doc/Arendale_2007.pdf.
Balta, N., Michinov, N., Balyimez, S., & Ayaz, M. F. (2017). A meta-analysis of the effect of peer instruction on learning gain: Identification of informational and cultural moderators. International Journal of Educational Research, 68, 66-77. A.
Bayisa, B. (2014). Effectivness of peer-tutoring in learning fluid pressure in Burayu town secondary first cycle. (unpublished MSc thesis) Addis Ababa University, Ethiopia.
Betegiorgis M. & Abiy, Y. (2015). Fidelity of peer mediation and role in improving students’ oral English Communication skills. STAR Journal, 4(1), 203-214.
Betegiorgis, M., & Abiy, Y. (2016). EFL Teachers’ conception and attitudes of peer assisted learning in English classes. Ethiopian Journal of education and science, 11(2), 17-32.
Betegiorgis, M., Abiy, Y., & Mesafint, M. (2015). EFL teachers’ beliefs and practices in relation to peer assisted learning in university English classes: The case of Debre Birhan University. STAR Journal, 4(4), 156-263.
Capstick, S. (2004). Benefits and shortcomings of peer assisted learning in higher education: an appraisal by students. Peer assisted learning conference. Retrieved on December, 2017 from https://www1.bournemouth.ac.uk/sites/ default/files/asset/document/stuart-capstick. pdf.
Chan, N. N. et al. (2016). Peer assisted learning in Higher education: Roles, Perceptions and Efficacy. Pertanika Journal of Social Science and Humanities, 24(4), 1811-1822.
Cheng, S., & Johnston, S. (2014). Participation in peer-led academic support services: One adaptation of a natural sciences peer learning model to enrichment in the humanities. Journal of Peer Learning, 7(4), 23-35.
Cheng, D. & Walters, M. (2009). Peer assisted learning in mathematics: An observational study of students’ success. Journal of Peer Learning, 2(3), 23-39.
Dawson, P., VanderMeer, J., Skalicky, J. & Cowley, K. (2014). On the effectiveness of Supplemental Instruction: A systematic review of supplemental Instruction (SI) and Peer study sessions (PASS) literature between 2001-2010. Review of educational research, 84(4),609-639.
Demir, S., Demir, S.G., Bulut, H., & Hisar, F. (2014). Effects of Mentoring program on ways of coping with stress and Locus control for Nursing Students. Asian Nursing Research, 8, 254-260.
Duah, F., Croft, T., & Inglis, M. (2013). Can peer assisted learning be effective in undergraduate mathematics? Int. J. Math. Education in Science and Technology, 45(4), 552-565.
Eskay, M., Onu V.C., Obiyo N., Obidoa, M. (2012). Use of peer tutoring, cooperative learning and collaborative learning: Implications for reducing anti-social behavior of schooling adolescents. Us-china Education review, 11, 932-945.
Ginty, C., & Harding, N. M. (2014). The first year experience of a peer assisted learning program in two institute of technology in Ireland. Journal of Peer learning, 7(5), 36-56.
Glynn, L., MacFarlance, A., Kelly, M., Cantillon, P., & Murphy, A. (2006). Helping each other to learn- a process of evaluation of peer assisted learning. BMC Medical Education, 6(18), 1-9, doi:10.1186/1472-6920/6/18.
Hodgson, Y., Benson, R., & Brack, C. (2015). Students’ conceptions of peer-assisted learning. Journal of Further and Higher Education, 39(4), 579-597, http://dx.doi.org/10.1080/030987 7X.2014.938262.
Jahan, F., A Siddiqui, M., Al Maashari, B., & Al Lawatia, F. (2016). Students’ Perception regarding peer assisted teaching and learning in Family Medicine rotation at Oman Medical College. Diversity and equality in health and care, 13(2), 210-214.
Keenan, C. (2014). Mapping students- led peer learning in the UK. The Higher Education Academy.
Makala, Q. (2017). Peer-Assisted Learning Programme: Supporting Students in high-risk subjects at the Mechanical Engineering Department at Walter Sisulu University. Journal of Students Affairs in Africa, 5(2), 17-31.
Martin, E., & Polivka, A. E. (1995). Diagnostics for redesigning survey questionnaires: measuring work in the current population survey. Public opinion quarterly, 59(4), 547-567.
Medhanit, B., Meseret, G., & Akililu, G. (2015). Perceptions and Practice of self-assessment in EFL writing classrooms. Journal of Language and Culture, 6(1),1-8.
Ministry of education (1994). Federal democratic republic of Ethiopia education policy, St. George printing press.
Mynard, J., & Almarzouqi, I. (2006). Investigating peer tutoring. English language Teaching Journal, 61(1), 13-22.
Nguyen, M. (2013). Peer tutoring as a strategy to promote academic success: Research Brief, Duke University.
Thurston, A., Van de Keere, K., Topping, K.J., Kosack, W., Marchal, J., Mestdagh, N., Schmeink, D., Sidor, W., Donnert, K. (2007). Peer learning in primary school science: Theoretical perspectives and implications for classroom practice. Electronic journal of research in educational psychology, 5(3), 477-496.
Topping, K.J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631-645.
Smith, J., May, S., & Burke, L. (2007). Peer assisted learning: a case study into the value to student mentors and mentees. Practice and evidence of scholarship of teaching and learning in higher education, 2(2), 80-109.
Watkins, C. (2005). Classrooms as learning communities: what’s in it for schools? Abingdon, Oxon & New York: Routledge.
Weldemariam, N. R. & Girmay, T. H. (2015). The practices of students network as cooperative learning in Ethiopia. Africa Education Review, 12(4), 696-712. doi=10.1080/18146627.2015.1112162