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
Saba Farooq, Dr. Ijaz Ahmed Tatlah, Dr. Intzar Hussain Butt. (2020) Role of Peer Tutoring on the Intrinsic Motivation of Student Teachers in Pakistan: An Experimental Investigation, Pakistan Social Sciences Review, Volume 4, Issue 1.
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