An action research upon the effect of peer tutoring on 9th grade students in mathematics lessons

This study has aimed to explore cognitive and behaivoural differencies on the attitudes of ninth grade students towards mathematichs lessons by using peer tutoring method. The research was carried out with twelve selected candidates of 9th class students who study at an Anotalian High School in a town of Manisa. Since the teacher is in the centre of the research and wants to develop his teaching activities the research is a sample of action research. Two models of peer tutoring were used in the study: Cross Peer Tutoring and Reciprocal Peer Tutoring. Before the peer tutoring programme started it was planned and conducted according to the plan. At the end of the study, questions prepared by the researcher and a specialist asked to the students and their conceptions were taken.In the analysis of the data students? conceptions were compared, categorized and interpreted by using a phenomenographic approach. It is concluded that peer tutoring in maths has some behavioural and cognitive effects on students. These effects were exhibited separately for both two kinds of peer tutoring and also for the students who acted as tutees and tutors. The most important cognitive effects of peer tutoring emerged in the study are students? learning process by teaching, the increase of their school grades and the increase of their problem solving skills. The other effects from behavioural view is enhancing team work, increasing self confidence, role theory and increasing responsibility for learning. Other effects which can be considered as negative are the concept clashes that the student may face, and the attendance problem and motivation decrease in the students caused by gender difference.