Gender Differences on Medical Students’ Perception of Peer Tutoring Learning Strategy on Clinical Skills Training At Macarthur Clinical Skills Laboratory (MCSL) (Published)
The study investigated medical students’ perception of peer tutoring learning strategy on clinical skills training at Macarthur Clinical Skills Laboratory (MCSL) during their Introduction to Clinical Medicine (ICM) sessions. It adopted the descriptive survey design. The population of the study was 98 medical students, 66 of these students were randomly selected .Two research questions and two hypotheses guided the study. The instrument titled Peer Tutoring and Clinical Skills Training (PTCST) was used to collect data and a reliability coefficient of 0.85 was obtained using Cronbach Alpha. Data was collected after exposing the students to clinical skills practical sessions for two weeks. The research questions were answered using mean and standard deviation and the null hypotheses were tested using independence sample t-test. The findings of the study revealed that there is no significant difference between male and female medical students’ responses on their perception on the influence of peer tutoring on clinical skills training during Introduction to Clinical Medicine (ICM); irrespective of their gender, practicing among classmates enhanced their retention of the basic clinical do –steps, build up their confidence level as well as determined their proficiency level through the instant feedbacks. It was also revealed that during this practice sessions the medical students were sensitive to their gender differences and wished to maintain their dignity during clinical skills practical sessions. The researchers therefore recommends that Peer tutoring learning strategy should be adopted in clinical education while a chaperon should be made available for students during clinical skills practical sessions.
Effects of Classwide and Reciprocal Peer Tutoring Strategies on Students’ Mathematical Problem-Solving Achievement in Electricity Concepts in Physics (Published)
The study was designed to determine the effects of classwide and reciprocal peer tutoring strategies on students’ mathematical problem-solving achievement in electricity concepts in physics. The design of the study was experimental; specifically the randomized post-test only control group design. The sample consisted of one hundred and twenty senior secondary two (SS2) physics students drawn using simple random sampling technique from three out of the eight public secondary schools in th e study area and randomly assigned as the two experimental groups and one control group respectively. Three research questions and three hypotheses guided the study. Treatment consisted of teaching electricity concepts to the experimental groups using the classwide peer tutoring and reciprocal peer tutoring strategies while the control group was taught using a format not structured after the above strategies. Electricity problem solving test in physics (EPTP) was the instrument used for data collection. A One-way Analysis of Variance (ANOVA) was used to test the hypotheses at 0.05 level of significance. Results revealed a significant difference in the mathematical problem-solving achievement of students among the groups. Post hoc multiple comparison using LSD t-tests was carried out, showing that physics students exposed to classwide peer tutoring strategy performed significantly better than students that had been exposed to reciprocal peer tutoring strategy and control group strategy. Based on the findings, some recommendations were made.