Asian Journal of Education and Social Studies

Peer tutoring is a common instructional strategy used in classrooms. This study focused on the effects that peer tutoring has on students of the novice group. The effect of peer tutoring was compared based on the score of pretest and posttest to those of the control group. At the end of the tutoring session, the satisfaction of the students was accessed by administering questionnaires. Hence, this is a mix-mode research where survey questionnaire and class tests score has been used. The questionnaires consist of two parts.  Part one consisted of nine closed questions using a Likert scale and in addition to the opportunity to provide free text comments and part two consists of five close ended questions using a Likert scale to assess the usefulness of the tutoring session. The posttest result showed that 7 out of 8 participants made significant progress after intervention. The student’s perceptions on the action-tutoring strategy were all positive that students were satisfied with tutoring timing, session and had found useful to be recommended with other friends. Hence, it has positive effect in learning science at class seven