Please use this identifier to cite or link to this item: http://prr.hec.gov.pk/jspui/handle/123456789/15070
Title: Effect of Peer Assessment on Motivation to Learn, Learning and Problem Solving Skills of Prospective Teacher
Authors: Rashid, Sehar
Keywords: Social Sciences
Education
Issue Date: 2019
Publisher: University of the Punjab , Lahore
Abstract: The study was aimed to analyze the effect of peer assessment, a social constructivism based teaching learning strategy, on motivation to learn, learning and problem solving skills of prospective teachers. Main objective of the research were to: i) To evaluate the effect of peer assessment on prospective teachers’ motivation to learn at undergraduate level, ii) To evaluate the effect of peer-assessment on prospective teachers’ learning at undergraduate level, and, iii) To evaluate the effect of peer-assessment on prospective teachers’ problem solving skills at undergraduate level. These objectives were attained by testing related null hypotheses. The research was delimited to prospective teachers at undergraduate level. Population of the research was comprised of 251 prospective teachers who had qualify the course of “Educational Assessment and Evaluation”, studying at undergraduate level (B.S.Ed Hons.) in Department of Science Education, Institution of Education and Research. Total population was distributed in morning and self-supporting programs. Sample was comprised of 86 (34 prospective teachers were enrolled in morning and 52 in self-support program) prospective teachers selected by purposive sampling technique. From these two programs, one was taken as control group and other as experimental group randomly. The research used quasi experimental (non-equivalent control group) design. Three research instruments i.e. motivation scale of MSLQ, achievement test and a case study, was used as pretest and posttest, before and after intervention. Both groups were taught by activity method but activities of experimental group were followed by peer assessment while activities of control group were assessed by me (teacher). Duration for treatment was 16 weeks. Data were analyzed by applying independent sample t-test and paired sample t-test to compare mean scores of both groups. viii The prospective teachers taught by peer assessment as learning strategy perform better than the prospective teachers taught by traditional method. Due to active involvement of prospective teachers in activities of peer assessment, there was significant improve in motivation to learn, learning and problem solving skills of prospective teachers. On the basis of research findings it is recommended that peer assessment may be used in teacher training institutes as a learning strategy for prospective teachers as it not only improve academic achievement but also improve motivation level of prospective teachers towards high performance.
Gov't Doc #: 20305
URI: http://prr.hec.gov.pk/jspui/handle/123456789/15070
Appears in Collections:PhD Thesis of All Public / Private Sector Universities / DAIs.

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