The effects of peer tutoring on university students success, speaking skills and speech self-efficacy in the effective and good speech course

• Published in: Educational research and reviews 2016-06, Vol.11 (11), p.1035-1042
• Main Authors: Serap, UZUNER YURT, Elif, AKTAŞ
• Format: Article
• Language: English
• Subjects: Achievement Tests; College Students; Comparative Analysis; Content Analysis; Control Groups; Correlation; Data Analysis; Data Collection; Difficulty Level; Experimental Groups; Experiments; Foreign Countries; Higher Education; Likert Scales; Mixed Methods Research; Multivariate Analysis; Peer Teaching; Positive Attitudes; Pretests Posttests; Self Efficacy; Semi Structured Interviews; Speech Instruction; Speech Skills; Student Attitudes; Surveys; Teacher Effectiveness; Test Items; Test Reliability; Turkey; Tutoring
• ISSN: 1990-3839; 1990-3839
• DOI: 10.5897/ERR2016.2718

In this study, the effects of the use of peer tutoring in Effective and Good Speech Course on students' success, perception of speech self-efficacy and speaking skills were examined. The study, designed as a mixed pattern in which quantitative and qualitative research approaches were combined, was carried out together with 57 students in 2014 to 2015 Academic Year at Erzincan University. The 30 of the students were in the experimental group while the rest 27 were identified as the control group. In the experimental group, the Effective and Good Speech Course was performed within the scope of peer tutoring practices, on the other hand, in the control group it was conducted through an individual education program which was teacher centred. Effective and Good Speech Achievement Test, Speech Self-Efficacy Perception Scale and Effective Speech Scale were used as data collection tools. Semi-structured interview forms were used in collecting qualitative data. Interview records were coded according to specified categories, and frequencies and percentages were calculated and analysed. In the analysis of quantitative data, independent samples t-test and multiple analyses of variance (MANOVA) were used. It was observed that the success, perception of speech self-efficacy and speaking skills of the students in the experimental group in which peer tutoring practices were applied (n = 30) were better when compared with the control group (n = 27) at the end of a 6-week study. In addition, it was seen that the students in the experimental group had positive attitudes against peer tutoring practices.