Role of Peer Tutoring on the Intrinsic Motivation of Student Teachers in Pakistan: An Experimental Investigation
Abstract
Peer tutoring is an adaptable, peer- facilitated approaches in which students serve as tutor and tutee. It focuses on shy and slow learner students and minimizes their fears that motivate them intrinsically. Intrinsic motivation drives a person to perform an assignment for the sake of his own satisfaction and pleasure. The purpose of the study was to find out the difference of peer tutoring on the intrinsic motivation of student teachers. Quasi experimental design of quantitative approach adopted to conduct the study. The population was comprised of all the prospective teachers who are enrolled inB.Ed. Hons. The Sample was comprised of final year student teachers (session 2016-2020) enrolled in the B.Ed. (Hons) program in Division of Education, University of Education, Lahore. To collect data Intrinsic Motivation Scale (IMS) developed by Ibrahim and Weal in 2016 was adapted. The study concluded on the basis of the finding that there was significant effect of peer tutoring on the intrinsic motivation of experimental group as compared to results of control group with regard to all three factors of Intrinsic Motivation Scale (IMS). It is recommended that similar kind of study should also be conducted by utilizing mixed method approach to validate the results of study
Authors
Saba Farooq
PhD Scholar, Department of Education, University of Education, Lahore, Punjab, Pakistan
Dr. Ijaz Ahmed Tatlah
Assistant Professor, Department of Education, University of Education, Lahore, Punjab, Pakistan
Dr. Intzar Hussain Butt
Associate Professor, Division of Education, University of Education, Lahore, Punjab, Pakistan