EFFECT OF PEER TUTORING ON ACADEMIC SUCCESS OF STUDENTS IN COLLABORATIVE LEARNING ENVIRONMENTS AT PRIMARY LEVEL

Abstract

Study examines how peer tutoring and lecture techniques affect primary school students' academic performance in a collaborative learning environment. 64 students in all were split into two groups at random: one that used peer tutoring as an experimental strategy and the other that used the lecture approach as a control. In contrast to the lecture technique, which emphasized instructor-centered instruction with little student involvement, peer tutoring involved organized, interactive sessions where students collaborated under teacher supervision. Three levels of academic achievement—knowledge, understanding, and application—were assessed by pre- and post-tests. Significance threshold in the data analysis showed that peer tutoring performed significantly better than the lecture technique in terms of overall academic success, comprehension, and application levels. At the knowledge level, no difference was seen. These results highlight how peer tutoring can improve academic achievement, especially in higher-order learning skills. In order to promote deeper comprehension and application in students' learning processes, the study promotes the incorporation of peer tutoring into instructional techniques.