A Comparative Study on the Knowledge and Attitudes Towards Peer Tutoring Programs for Low Academic Achievers Among Male and Female Students in Bhopal, Madhya Pradesh

Abstract

Background: Peer tutoring is an educational approach in which students help one another learn. The benefits of peer tutoring are widely recognized, especially in improving low achievers' academic performance. Gender differences play a crucial role in the effectiveness of peer tutoring, as male and female students often have different learning styles and attitudes toward tutoring. Aim: This study aimed to assess the knowledge and attitudes of male and female students toward peer tutoring programs designed for low academic achievers in selected colleges in Bhopal, Madhya Pradesh. Research Design: A quantitative, pre-experimental research design was used in this study. A non-probability convenience sampling technique was employed to select 50 students (25 male and 25 female). Data were collected using structured questionnaires and attitude scales over three weeks. Ethical Considerations: Ethical clearance was obtained from the Institutional Ethical Committee of Peoples College of Nursing, Bhopal. Informed consent was taken from all participants. Statistics Used: Descriptive and inferential statistics, including frequency distributions, percentages, and chi-square tests, were used for data analysis. Reliability and Validity: The tools used in this study were validated by experts in the field, and reliability was established through the split-half method using the Spearman-Brown formula, yielding a coefficient of r = 0.73. A pilot study was conducted to confirm the data collection process's accuracy and reliability, ensuring the instruments' validity and reliability. Findings: The study revealed significant gender differences in knowledge and attitudes toward peer tutoring, with male students demonstrating more positive attitudes toward the program. Peer tutoring was effective in improving low achievers' academic performance. Conclusion: This study concludes that when tailored to gender-specific needs, peer tutoring programs can effectively enhance academic performance in low achievers.