Influence of Peer Tutoring on Undergraduate Students' Anxiety in Integrated Science: A Case Study of University of Education, Winneba

Autor/inn/en	Owusu-Fordjour, Collins; Koomson, Charles Kwesi; Annan, Stephen Twumasi; Asante, Ruth Otison
Titel	Influence of Peer Tutoring on Undergraduate Students' Anxiety in Integrated Science: A Case Study of University of Education, Winneba
Quelle	In: Science Education International, 34 (2023) 2, S.159-163 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Foreign Countries; Undergraduate Students; Science Instruction; Peer Teaching; Tutoring; Anxiety; Integrated Curriculum; Peer Influence; Fear; Ghana + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Angst; Furcht
Abstract	The study's goal was to determine how peer tutoring affected the anxiety of undergraduate students studying Integrated Science at the University of Education, Winneba (UEW) in Ghana's Central Region. The study used a cross-sectional survey research design. Out of 193 students majoring in Integrated Science in their last year at UEW, the researchers chose a sample size of 82 for the survey using a simple random selection procedure. Interviews and a questionnaire served as the study's research tools. After the students completed the surveys, the respondents were then questioned to discover their answers. Statistical Package for the Social Science (SPSS) version 26.0 was used to enter, purify, and analyze the gathered data. The data were arranged into frequency and percentages using the descriptive SPSS function. Due to academic pressure and a fear of failing, the study's findings indicated that the respondents experienced extremely high levels of anxiety in Integrated Science. In addition, it was discovered that one of the main contributors to Integrated Science anxiety was that most students paid attention to what their peers had to say about the program, and in particular, some courses, which had instilled fear in them even before they had taken the course. The study suggested that teachers do their best to aid students' comprehension and that teachers should encourage students to interact more with one another. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01