Ensuring an optimal environment for peer education in South African schools: Goals, systems, standards and policy options for effective learning

Swartz, Sharlene; Deutsch, Charles; Moolman, Benita; Arogundade, E.; Isaacs, Dane; Michel, Barbara

doi:10.2989/16085906.2016.1251474

Cited by 3 publications

(3 citation statements)

References 24 publications

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“…In the recent decades, (Archer et al, 2009;Swartz et al, 2016;Willemsen & DeJaeghere, 2015). Chudgar and Sankar (2008) point out that teacher and girl students' interaction in the classroom improves learning skills.…”

Section: Literature Reviewmentioning

confidence: 99%

Classroom Environment, Teacher, and Girl Students’ Learning Skills

Shoaib

Ullah

2021

Education and Urban Society

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The current research examined the effects of teachers and classrooms environment on girls’ learning skills in girls’ high schools. The main objective of the study was to analyze the classroom as a key academic and learning site in which the nature of interaction between teachers and students and among peers have a strong impact on students’ learning skills. The study covers 271 girl students from four high schools (two government and two private schools) from district Gujrat, Pakistan. A proportionate random sampling technique was employed to draw a sample from the population. A quantitative cross-sectional survey method was conducted. The measurement tool consisted of eight different measurements of teacher, classroom, and learning skills respectively. The study findings reveal that the classroom environment has been positively associated with the learning skills of the girl students. We experiment with different formulations of the dependent and independent variables, taking full advantage of our data and additional analyses using Structural Equation Modeling (SEM), allowed us to better ascertain and quantify the causal pathways in the relationship between classroom and girls’ learning skills in high schools.

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Section: Literature Reviewmentioning

confidence: 99%

Classroom Environment, Teacher, and Girl Students’ Learning Skills

Shoaib

Ullah

2021

Education and Urban Society

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“…A nemzetközi irodalomban számos egészségnevelő programmal találkozunk, melyek fókuszában többnyire a szexuális egészség, a HIV-megelőzés, illetve a dohányzás és a káros szerhasználat megelőzése áll. 2,6,7,8,9,10 Egyéb elterjedt témák az asztma, az egészséges étrend, fertőzések és antibiotikumhasználat, illetve a kézmosás jelentősége. 2 előbb Az itthon megvalósult programok közül is a legtöbb a szexuális egészségnevelést a dohányzás, az alkoholés drogfogyasztás megelőzését, valamint az egészséges táplálkozás és a fizikai aktivitás fontosságát hangsúlyozza.…”

Section: Témákunclassified

“…A kortársoktatásnak számos előnye van a hagyományos pedagógiai módszerekhez képest, ugyanakkor kritikát is megfogalmaztak vele kapcsolatban. 2,6,8,9,10,20 Ezeket a 2. táblázatban foglaljuk össze.…”

Section: Témákunclassified

Komplex iskolai egészségnevelő program a COM-B modell tükrében

et al. 2020

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Összefoglaló: A biztonságos egészség-magatartásra való nevelés szempontjából a serdülőkor kiemelten fontos időszak. Jelen tanulmányban egy komplex, pedagógiai, ifjúságpszichológiai és orvos-szakmai szempontok mentén fejlesztett, kortársoktatáson alapuló iskolai egészségnevelő-programot mutatunk be a COM-B modell tükrében. A COM-B modell szerint a viselkedést (behaviour – B) befolyásoló tényezőket alapvetően három csoportba lehet rendezni, ezek a képesség (capability – C), a lehetőség (opportunity – O), és a motiváció (motivation – M). Programunk, a Balassagyarmati Egészségnevelő Program kiemelt hangsúlyt fektet a célcsoport tagjainak tudás-bővítésére (C), a pozitív egészségmagatartást előmozdító környezet megteremtésére (O) és jutalmazáson, valamint személyes interakciókon keresztül a motiváció mélyítésére (M).

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Learning statistics and probability through peer tutoring: A middle school experience

Alegre

Miravet

Valentín

et al. 2021

SAJE

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The academic effects of learning statistics and probability through peer tutoring were analysed in the research reported on here. Two hundred and eight students enrolled in Grades 7, 8 and 9 participated. Fixed- and same-age peer tutoring was implemented 3 times per week for 6 weeks. Each tutoring session lasted approximately 25 minutes. The main aims of this research were to quantify the effect of peer tutoring and to determine any differences among grades. A pre-test-post-test design was employed. Students were assigned to control or experimental conditions. Effect sizes were calculated and non-parametric statistical tests were performed. No statistically significant differences were reported in the pre-test analysis. Statistically significant improvements were reported with the implementation of the programme for all grade courses, both individually and globally (Mann-Whitney U test = 5436.79, p < .01). The reported global effect size may be considered as medium to large (Hedges’ g = 0.72). The comparison among courses did not report any significant differences. It can be concluded that using peer tutoring for learning statistics and probability could be academically beneficial for middle school students.

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Ensuring an optimal environment for peer education in South African schools: Goals, systems, standards and policy options for effective learning

Cited by 3 publications

References 24 publications

Classroom Environment, Teacher, and Girl Students’ Learning Skills

Classroom Environment, Teacher, and Girl Students’ Learning Skills

Komplex iskolai egészségnevelő program a COM-B modell tükrében

Learning statistics and probability through peer tutoring: A middle school experience

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