Peer-learning: An Alternative Teaching Pedagogy for Highly Teacher Centered Classes

Abstract

The present study was undertaken to find out whether peer learning can be an alternative teaching pedagogy in a highly teacher centered class taking Bhutanese school as case study. The study involved classroom observation of teaching and learning processes and focus group interviews. The study sample included 11 Bhutanese secondary schools spread over 4 Dzongkhags (state). 22teachers and 88 students were engaged in the study. One of the main findings of this study is the minimal existence of comfort zone between the teacher and students in Bhutanese schools. This has led to the practice of peer learning initiated both by the students and teachers to enhance students' learning. Another finding is that peer-teaching is a dominant practice as compared to reciprocal peer-learning. Other findings include the existence of opportunities to enhance peer-learning through remedial classes and in boarding schools. Some of the recommendations are: to include the peer learning method with its multifaceted approach as one of the teaching and learning approaches in teacher training programmes; implement peer learning through remedial classes and in hostels; and work towards the comfort zone between the teacher and the students.

Perceptions of peer-teaching strategy in the English major at a public university in Ecuador.

“…The participants mentioned that the class was developed in pairs and groups, the classes were understandable, and the students helped each other, especially those with low levels. As corroborated by Utha & Rinzin (2019) students feel more comfortable in the absence of the teacher and communication can be done fearlessly in comparison to the traditional manner directed to a teacher. Perceptions of peer-teaching strategy in the English major at a public university in Ecuador Additionally, the peer teachers offered feedback, and there was significant progress in their language skills development.…”

“…Consequently, this strategy can also raise the performance of all students that have yet to better their academic performance. As it has been corroborated, peer teaching is used in remedial courses to cater to the needs of students who are unable to progress with the class in a normal classroom (Abu, 2011 as cited in Utha & Rinzin, 2019). That is why it has been proven by Burton that there are studies that have found clear and convincing proof that having students teach, individually tutor, or academically mentor each other can be an extremely effective tool for improving learning in the classroom.…”

Secondary school students’ perceptions and experiences of learning science and mathematics: the case of Bhutan

“…In 2017, science and mathematics test scores were the lowest of all subjects (Delma, 2018). In Utha & Rinzin's (2019) study, teachers said large class sizes and volume of syllabus led to extra classes outside of regular school hours being needed in Grade 10; students in this study also recognised these as being needed because their teachers were behind in syllabus coverage. Declining student interest beyond Grade 10 and concerns about student performance underlies an urgent need to better understand students' perceptions and experiences of studying these subjects (Ministry of Education, 2014).…”

Science Teachers’ Understanding of Higher Order Thinking Skills

“…As such, the CB questions which promote higher level thinking is introduced mostly in written examination. According to Cheki [7], at the primary level, 5% CB questions was introduced in 2011 and at secondary level 30% was introduced in 2017. At the secondary level, it was introduced as part of Bhutan Council for Secondary Examination (BCSE), which is a board examination for all class X students.…”