THE ROLE OF PEER TUTORING IN STRENGTHENING MATHEMATICS PERFORMANCE OF STUDENTS WITH HEARING IMPAIRMENT

Abstract

The study examined the effect of peer tutoring on mathematics performance of primary students with disability of hearing impairments. The major aim of the research was to examine the impact of peer tutoring on students with both a defined and an undefined zone of proximal development. Due to the experimental nature of the study, multigroup pretest-posttest design was used. A total of three classes of 4th grade were chosen from District Mardan. Selected sample was classified into three groups. Students with a defined zone of proximal development were placed in Experimental group-1, while the students with an undefined zone of proximal development were placed in Experimental group-2. A control group was also added to compare the effectiveness of treatment. Class-wide peer tutoring was used, and Unit 4, which was about Decimals, was taught from the KP textbook board. Pre-test and post-test were administered before and after treatment, respectively. Treatment session was continued for five weeks. After treatment, collected results were interpreted. Study found that peer tutoring is active strategy for refining mathematics for students with hearing impairment. Peer tutoring was found to be effective for both tutors and tutees in enhancing their scores in mathematics.