PROSPECTIVE TEACHERS’ PERCEPTION OF ENGAGEMENT IN ACTIVE LEARNING THROUGH PEER TEACHING AND PEER ASSESSMENT

Abstract

The study intends to investigate the perceptions of higher education
students about their engagement in active learning through peerteaching and peer-assessment. A group of 22 students comprising nine
female and thirteen males participated in the study. The researchers
taught the course within six weeks, and then divided it amongst students
through assignments. The students prepared it, discussed with
researchers, shared and taught the assigned part of the course to their
peers in the classroom in the presence of one of the researchers. The
peers assessed the quality of presentation and mastery of the content and
teaching skills of their peers against a given rubric. Three instruments
namely: questionnaire, interviews and focussed group discussion were
used to investigate students’ perceptions. The analysis of data revealed
that students felt actively engaged in their studies through peer teaching
and peer-assessment. Moreover correlation between peer assessment
and teacher assessment was also calculated. Peer teaching and peer
assessment can be confidently used in higher education in Pakistan on
condition that teacher as a supervisor is highly vigilant