
International Journal For Multidisciplinary Research
E-ISSN: 2582-2160
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Impact Factor: 9.24
A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal
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Volume 7 Issue 1
January-February 2025
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A comparative study to assess the knowledge of higher secondary and secondary students regarding peer tutoring as a collaborative learning approach to improve the academic performance of low-achieving students in selected schools of Bhopal, (M.P).
Author(s) | Mariyam Gomes |
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Country | India |
Abstract | Abstract This study explored the effectiveness of peer tutoring as a collaborative learning approach to enhance the academic performance of low-achieving students, focusing on differences in knowledge and attitudes between higher secondary and secondary students in selected schools of Bhopal, Madhya Pradesh. A comparative descriptive design was used with 50 students (25 from each group) chosen through convenience sampling. Data were collected using validated and reliable structured questionnaires and attitude scales, and analyzed with descriptive and inferential statistics. Findings revealed significant differences in knowledge and attitudes toward peer tutoring between the groups, highlighting its potential as an effective strategy for academic improvement. Tailored peer tutoring programs addressing the unique needs of each educational level can foster an inclusive learning environment, promoting better outcomes for low achievers. |
Keywords | Peer Tutoring, Knowledge, Collaborative Learning, Low Academic Achievers, Higher Secondary Students, Secondary Students, Academic Performance. |
Published In | Volume 7, Issue 1, January-February 2025 |
Published On | 2025-01-18 |
Cite This | A comparative study to assess the knowledge of higher secondary and secondary students regarding peer tutoring as a collaborative learning approach to improve the academic performance of low-achieving students in selected schools of Bhopal, (M.P). - Mariyam Gomes - IJFMR Volume 7, Issue 1, January-February 2025. DOI 10.36948/ijfmr.2025.v07i01.35462 |
DOI | https://doi.org/10.36948/ijfmr.2025.v07i01.35462 |
Short DOI | https://doi.org/g82gm6 |
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E-ISSN 2582-2160

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