TEACHERS’ AND STUDENTS’ PERCEPTIONS AND PRACTICES ON PEER-LED LEARNING AT GHION SECONDERY AND PREPARATORY SCHOOL OFBAHIR DAR CITY, ETHIOPIA
The general purpose of this study was to examine teachers’ and students’ perceptions and practices of peer-led learning in Ghion secondary and preparatory school in Bahir Dar City, Ethiopia. To conduct the research, quantitative and qualitative methods were employed. The sample of the study was tak...
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| Format: | Article |
| Language: | English |
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Preschool Teacher Training College "Mihailo Palov"
2018-06-01
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| Series: | Istraživanja u Pedagogiji |
| Subjects: | |
| Online Access: | http://research.rs/wp-content/uploads/2018/07/2217-7337_v08_n01_p098.pdf |
| _version_ | 1819078766044905472 |
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| author | Asrat Dagnew |
| author_facet | Asrat Dagnew |
| author_sort | Asrat Dagnew |
| collection | DOAJ |
| description | The general purpose of this study was to examine teachers’ and students’ perceptions and practices of peer-led learning in Ghion secondary and preparatory school in Bahir Dar City, Ethiopia. To conduct the research, quantitative and qualitative methods were employed. The sample of the study was taken from the population of 41 teachers and 629 students. Proportional stratified sampling technique was used to limit number of respondents of the sample groups.All 41 teachers and 189 students (grade 9th 102, grade 10th 69, and grade 11th12,&grade 12th6) were included in the sample. The main instruments of data collection were both open-ended and close-ended questionnaires. The findings of the study revealed that teachers and students have perceived peer-led learning positively. In spite of their good perceptions, their practices of peer-led learning were low. The opportunities to strengthen peer-led learning were teachers’ and students’ positive perceptions and distribution of check lists in the school. To conclude, school teachers and students have positive perceptions and low practices of peer-led learning. There is no significant difference in their perceptions. Based on the major findings, the researcher recommended minimizing problems encountered and maximizing the implementation of peer-led learning. |
| first_indexed | 2024-12-21T19:18:18Z |
| format | Article |
| id | doaj.art-2170a1526b9c4e7d9b20fbede5279068 |
| institution | Directory Open Access Journal |
| issn | 2217-7337 2406-2006 |
| language | English |
| last_indexed | 2024-12-21T19:18:18Z |
| publishDate | 2018-06-01 |
| publisher | Preschool Teacher Training College "Mihailo Palov" |
| record_format | Article |
| series | Istraživanja u Pedagogiji |
| spelling | doaj.art-2170a1526b9c4e7d9b20fbede52790682022-12-21T18:53:00ZengPreschool Teacher Training College "Mihailo Palov"Istraživanja u Pedagogiji2217-73372406-20062018-06-01819811010.17810/2015.74TEACHERS’ AND STUDENTS’ PERCEPTIONS AND PRACTICES ON PEER-LED LEARNING AT GHION SECONDERY AND PREPARATORY SCHOOL OFBAHIR DAR CITY, ETHIOPIAAsrat DagnewThe general purpose of this study was to examine teachers’ and students’ perceptions and practices of peer-led learning in Ghion secondary and preparatory school in Bahir Dar City, Ethiopia. To conduct the research, quantitative and qualitative methods were employed. The sample of the study was taken from the population of 41 teachers and 629 students. Proportional stratified sampling technique was used to limit number of respondents of the sample groups.All 41 teachers and 189 students (grade 9th 102, grade 10th 69, and grade 11th12,&grade 12th6) were included in the sample. The main instruments of data collection were both open-ended and close-ended questionnaires. The findings of the study revealed that teachers and students have perceived peer-led learning positively. In spite of their good perceptions, their practices of peer-led learning were low. The opportunities to strengthen peer-led learning were teachers’ and students’ positive perceptions and distribution of check lists in the school. To conclude, school teachers and students have positive perceptions and low practices of peer-led learning. There is no significant difference in their perceptions. Based on the major findings, the researcher recommended minimizing problems encountered and maximizing the implementation of peer-led learning.http://research.rs/wp-content/uploads/2018/07/2217-7337_v08_n01_p098.pdfTeachersstudentsperceptionpractice and peer-led learning |
| spellingShingle | Asrat Dagnew TEACHERS’ AND STUDENTS’ PERCEPTIONS AND PRACTICES ON PEER-LED LEARNING AT GHION SECONDERY AND PREPARATORY SCHOOL OFBAHIR DAR CITY, ETHIOPIA Istraživanja u Pedagogiji Teachers students perception practice and peer-led learning |
| title | TEACHERS’ AND STUDENTS’ PERCEPTIONS AND PRACTICES ON PEER-LED LEARNING AT GHION SECONDERY AND PREPARATORY SCHOOL OFBAHIR DAR CITY, ETHIOPIA |
| title_full | TEACHERS’ AND STUDENTS’ PERCEPTIONS AND PRACTICES ON PEER-LED LEARNING AT GHION SECONDERY AND PREPARATORY SCHOOL OFBAHIR DAR CITY, ETHIOPIA |
| title_fullStr | TEACHERS’ AND STUDENTS’ PERCEPTIONS AND PRACTICES ON PEER-LED LEARNING AT GHION SECONDERY AND PREPARATORY SCHOOL OFBAHIR DAR CITY, ETHIOPIA |
| title_full_unstemmed | TEACHERS’ AND STUDENTS’ PERCEPTIONS AND PRACTICES ON PEER-LED LEARNING AT GHION SECONDERY AND PREPARATORY SCHOOL OFBAHIR DAR CITY, ETHIOPIA |
| title_short | TEACHERS’ AND STUDENTS’ PERCEPTIONS AND PRACTICES ON PEER-LED LEARNING AT GHION SECONDERY AND PREPARATORY SCHOOL OFBAHIR DAR CITY, ETHIOPIA |
| title_sort | teachers and students perceptions and practices on peer led learning at ghion secondery and preparatory school ofbahir dar city ethiopia |
| topic | Teachers students perception practice and peer-led learning |
| url | http://research.rs/wp-content/uploads/2018/07/2217-7337_v08_n01_p098.pdf |
| work_keys_str_mv | AT asratdagnew teachersandstudentsperceptionsandpracticesonpeerledlearningatghionseconderyandpreparatoryschoolofbahirdarcityethiopia |