International Journal on Integrated Education e-ISSN : 2620 - 3502

p-ISSN : 2615 - 3785

https://journals.researchparks.org/index.php/IJIE

The Role of Peer Tutoring in Enhancing Collaborative Skills amongst

Learners

Jamaica, Choice Olobo

Department of Curriculum Studies and Instructional Technology, Faculty of Education, Ignatius
Ajuru University of Education, Port Harcourt, Rivers State, Nigeria
choicyjay@gmail.com

Victor-Ishikaku, Eunice C. (Ph.D)

Department of Science Education, Faculty of Education, Ignatius Ajuru University of Education,
Port Harcourt, Rivers State, Nigeria
eunicevictor886@yahoo.com

Abstract: The issue of "collaborating to learn" is tackled by analyzing a peer-tutoring situation

aimed at providing help to students with learning difficulties. The tutor and the tutee
interactively construct the asymmetry and complementarity of their roles. As a consequence,
what seemed at first sight to be the tutor's discursive and guidance abilities appears, upon closer
examination, to be the result of the students' interactional work. The benefits of collaboration
help to achieve results in the tutor taking charge of the major part of the cognitive work.
However, we argue that the mode of collaboration which is accomplished by the learners is also
a sign of the representations the tutor and the tutee have a teaching-learning situation as a body
of knowledge to be taught and learned. The learning of certain strategies of collaboration which
might be expected to enhance learning through peer tutoring should thus be contextualized in
social and institutional practices. Developing collaborative skills is a necessary part of training to
promote good academic and social performance amongst learners. This paper explains the value
of peer tutoring in enhancing collaborative skills among learners majoring in system of education
Keywords: Collaborative Skills, Peer Tutoring, Learning.
---------------------------------------------------------------------------------------------------------------------
Introduction
Developing skills amongst learners has been recognized as a fundamental element for achieving
good academic and employment performance (Lacunza, 2012). However, according to several
authors, most research has focused only on the evaluation and construction of instruments for
characterizing collaborative skills (Mendo, et al 2016; Pedraza, et al 2014 & Pujolàs, 2009). In
other words, there is a need to investigate educational processes that develop learner‟s skills. In
this regard, Hernández (2013) proposes that skills development be considered one of the
principal training needs in education institutions, since they require competent social conduct
that fits the profile of the different areas of academic training (Caira & Sánchez, 2012).
According to Gismero (2000), in the early stage of academic training more importance is given
to technical competencies, rather than interpersonal relations, even in professions that require the
development of relational and interaction components. Thus, there is a need to implement
strategies aimed at strengthening skills through peer tutoring in professional education.
It has also been demonstrated that systematic and planned application of peer tutoring produces a
substantial improvement in social skills, accompanied by a high level of satisfaction in regard to
learning (Duran & Flores, 2015; González et al, 2015). It is, therefore, a method focused on the

Copyright (c) 2023 Author (s). This is an open-access article distributed under the
terms of Creative Commons Attribution License (CC BY).To view a copy of this Volume 6, Issue 5 | May -2023 | 193
license, visit https://creativecommons.org/licenses/by/4.0/
International Journal on Integrated Education e-ISSN : 26203502
IJIE | Research Parks Publishing (IDEAS Lab) p-ISSN : 26153785

student, where the student takes on a central and regulatory role in their own process through
interaction with a peer who will also achieve these qualities through a satisfactory interaction.
This set of interactions influences the development of empathic, communicative, and
collaborative behaviors, positively affecting self-esteem and leadership through self-knowledge
and knowledge of others (De Backer et al, 2012; Duran & Flores, 2015; East et al, 2012). As a
result, peer tutoring not only provides academic benefits, but also contributes to the formation of
cross-cutting skills.
Various studies have defined peer tutoring as a factor that builds behaviours and emotions that
effectively benefit relationships and coexistence with others (León, 2009 & Monjas, 2007).
Limited development of these skills in learners could have adverse consequences such as low
self-esteem, difficulty socializing, and abandonment of studies (Bueno et al, 2013; Caballo et al,
2014). Developing skills represents a key factor in the academic life of learners of elementary
education. Likewise, various skills have been identified and described that make it possible to
effectively interact with other people (López et al, 2014; Mendoza & Rodríguez, 2013).
Peer Tutoring
A learner is a person who is trying to gain knowledge or skill in something by studying,
practicing, or being taught. There must be presence of a learners to have peer tutors. Peers are
people who share a similar status or ability. In the classroom, a student's peers are other students.
At this point, it is important to clarify the concept of peer tutoring. Peer tutoring is a general
name for a strategy in which students support other students in the learning process. While the
act of initial instruction in any skill or topic should be done by the teacher, learners can be
successful in providing support, reinforcement, or modeling for a variety of academic topics.
Tutors and tutees can have expectations about each other‟s roles (Falchikov, 2001). A student in
a tutor role may conform to tutees‟ expectations (Hogg & Vaughan 2005), and adopt their own
perceived characteristics of the role (Bierman and Furman 1981). The role change involved may
support their learning (Allen & Feldman 1972; Falchikov, 2001).
Peer-tutoring is “the recruitment of one student to provide one-on-one instruction for another
student, accompanied by explicit assignment of participants to „tutor‟ and „tutee‟ roles” (Roscoe
& Chi 2007). Peer-tutoring can facilitate tutees‟ learning. Peer tutoring comprises an alternative
approach in offering individualized instruction and a classroom environment of trust and social
acceptance (Carter et al. 2015). Teachers‟ involvement in peer tutoring programmes can be
considered as a learning process that will help them include all students in learning (Keer and
Vanderlinde 2013).
In addition, Peer tutoring involves students helping each other to learn. It places teaching and
learning commitments and responsibilities on students. Considerable evidence supports the
positive effects of peer tutoring, including cognitive gains, improved communication, self-
confidence, and social support among students. Peer tutors are also said to better understand the
learning problems of fellow peer learners than teachers do. Peer-tutoring is capable of
encouraging positive attitudes toward school (Allen & Feldman cited in Galbraith , &
Winterbottom, 2011) helping tutors to understand the complexities of teaching, empathize with
their teachers, appreciate how poor behaviour affects teaching and learning, and understand the
social and intellectual goals of education. Learners who participates in the peer tutoring are
likely shows significant increase in their skills. Peer tutoring clearly constitutes a pertinent
strategy for developing skills among pedagogy students.
Successful implementation should include previous training in the roles and monitoring by a
professor who has good command of this method. The tutor should have significant experience
in the content to be taught and prepare the topics to be addressed in order to satisfactorily handle
any difficulties that their tutee may have (Duran & Flores, 2015; Falchikov, 2001). Carter et al.
(2015) recommended peer tutoring as a means for schools to develop and foster their inclusive
ethos because students with diverse needs receive individualized and timely feedback. In a class-
wide peer tutoring format, any risk of discrimination or stigmatization of children with Special
Copyright (c) 2023 Author (s). This is an open-access article distributed under the
terms of Creative Commons Attribution License (CC BY).To view a copy of this Volume 6, Issue 5 | May- 2023 | 194
license, visit https://creativecommons.org/licenses/by/4.0/
International Journal on Integrated Education e-ISSN : 26203502
IJIE | Research Parks Publishing (IDEAS Lab) p-ISSN : 26153785

Educational Needs and Disabilities (SEND) is lowered (Scruggs et al, 2012).

Collaborative Skills
Collaboration skills are what enable you to work well with others. Most work environments
require collaboration, so these skills are essential. These skills include understanding a variety of
perspectives, managing priorities from everyone in the group, and meeting expectations as a
reliable member of a team. Alternate names are Teamwork skills or team building skills.
Collaboration is a coordinated, synchronous activity that results to a continued attempt to
construct and maintain a shared conception of a problem. Synchronous is face-to-face
collaboration. Synchronous communication happens in real-time (i.e. video conferencing or a
phone call). Asynchronous communication has two phases: message delivery and message
reception (i.e. email or text messaging). To achieve Collaborative skills, it involves the
following:
1. Keeping communication open and never withholding information necessary to carry out
tasks.
2. Reaching a consensus about goals and methods for completing projects or tasks.
3. Offering recognition of the contributions of others on your team, giving credit where credit is
due.
4. Identifying obstacles and addressing problems cooperatively as they occur.
5. Placing group goals above personal satisfaction and/or recognition, especially if you are the
leader.
6. Apologizing for missteps and forgiving others for mistakes.
Examples of collaborative learning groups
 Study groups
 Project groups
 Problem-solving or puzzle groups
 Writing groups
 Discussion groups
 Debate or Socratic circle groups
 Peer editing groups
 Role-playing groups
The need for Collaborative Skills
Collaboration skills enable you to successfully work toward a common goal with others. Some of
the reasons why it should be encouraged include:
i. It helps us solve problems during learning.
ii. Collaboration brings people (and organizations) closer together.
iii. It makes you an active Listener
iv. It opens up new channels for communication. This means it gives room to work with new
people in different areas.
v. Collaboration boost morale
vi. It leads to higher retention rates.
vii. Collaboration makes us more efficient workers.
Copyright (c) 2023 Author (s). This is an open-access article distributed under the
terms of Creative Commons Attribution License (CC BY).To view a copy of this Volume 6, Issue 5 | May- 2023 | 195
license, visit https://creativecommons.org/licenses/by/4.0/
International Journal on Integrated Education e-ISSN : 26203502
IJIE | Research Parks Publishing (IDEAS Lab) p-ISSN : 26153785

Strategies for Enhancing Collaborative Skills in Learners using Peer Tutoring

a. Role-play: Allow the tutors and tutees to act what they are about to teach. After the tutor
reading a passage aloud, they should act out a scene that focuses on the topic to be treated.
And also giving and receiving praise and feedback
b. Create a Reward System: Appreciate Learners performance. For example, each time a tutor
provides proper feedback, applaud him or her. You can give tutees gifts or good remarks
every time they successfully implement feedback.
c. Teach Tutoring Skills: The instructor should coach the tutor how to be conversant with the
topic and also avoid any provoking questions from the tutees. There are running exercises to
teach students namely:
 Directive tutoring: The tutor fills the tutee‟s knowledge gaps, explaining and exemplifying
how to reach a specific solution.
 Non-Directive Tutoring: The tutor asks open-ended questions, guiding the tutee to form his
or her own conclusions about a given topic.
d. Explain How to Give Feedback: there are two types of feedback during peer teaching
activities: i. Positive Feedback (praise each other on good performance) and ii. Corrective
feedback (correct each other mistakes).
e. Provide written prompts: due to nerves, especially for young learners who haven‟t tutored
before. You can usually avoid this issue by providing a list of prompts, which include:
 Praise for when a tutee makes progress
 Feedback for when a tutee makes a mistake
 Guiding questions for when a tutee is close to reaching an answer
 Probing questions for when a tutee is trying to explain his or her thoughts
f. Fill Knowledge Gaps: tutors should monitor their classes and fill knowledge gaps when
required.
g. Allow Students to Take Turns Teaching
h. Tutor should Partner with another class
i. Select Students Who Want to, and Can, Tutor
j. Focus on active learning: Exercises should always be allowed amongst themselves for
active learning. Some popular options are:
 Role plays
 Case studies
 Reading buddy sessions
k. Run Class wide Peer Editing Sessions: you give them work to: Compliment, make
suggestions, and correction.
l. Use Think-Pair-Share Activities: it involves giving topic for them to discuss results and
findings.
m. Modify Jigsaw Activities: it is when subtopics are being shared amongst students to teach,
making them experts in the subtopics.
n. Stress Confidentiality: As you explain a given peer teaching activity, clarify why
confidentiality is important. To share problems amongst themselves.

Copyright (c) 2023 Author (s). This is an open-access article distributed under the
terms of Creative Commons Attribution License (CC BY).To view a copy of this Volume 6, Issue 5 | May- 2023 | 196
license, visit https://creativecommons.org/licenses/by/4.0/
International Journal on Integrated Education e-ISSN : 26203502
IJIE | Research Parks Publishing (IDEAS Lab) p-ISSN : 26153785

o. Identify Learning Objectives: Providing clear goals for tutors and tutees usually keeps
activities on track.
Benefits of Collaborative Skills amongst Learners
Collaborative learning has been shown to not only develop higher-level thinking skills in
students, but boost their confidence and self-esteem as well. Group projects can maximize
educational experience by demonstrating the material, while improving social and interpersonal
skills. The benefits are as follows:
a. Improves problem-solving skills
b. Encourages Social interaction
c. Promotes diversity meaning it brings together people of different background.
d. Improves communication skills (learners communicate and shares ideas).
e. Inspires creativity
f. Creates trust
g. Improves confidence
h. Encourages engagement
i. Allows people to have fun
j. Develops critical-thinking skills
k. Builds relationships
Some Challenges in Applying Peer Tutoring Strategies
a. Learner's Inexperience -- Although you can share teaching tips and guidelines with
learners, they won‟t become expert educators. There‟s always a chance the tutor won‟t
properly support the tutee, giving ineffective feedback or unneeded criticism. Many peer
teaching activities fail due to this but with good support and supervision from their
instructors there will be better outcomes.
b. Learner Hesitancy -- Pairing learners together can backfire, as some may feel inferior being
taught by certain peers. On the other hand, some tutees won‟t put effort into the exercise, as
they won‟t be keen on it from the get-go. This can lead to tense relationships. In this case the
instructor should hold tutorials in order to boost their confidence.
c. Poor Applicability -- Many detractors of peer teaching say it is more effective in post-
secondary settings than elementary and high schools. All adults should be capable of helping
each other and effectively collaborating without teacher prompts and supervision.
d. Lack of Confidentiality -- In many types of peer teaching scenarios, other learners can
clearly see who the tutor is and who the tutee is. This means there may be too much
transparency with regards to whose excelling and who‟s struggling. There are exceptions
from every learn, for that reason learners should take turns teaching.
e. Parent Pushback -- You may not be the only one who identifies the above-mentioned
problems. If parents learn about peer teaching from their kids, they may see it in a negative
light. To avoid such incident like complains, instructors should send an explanatory letter to
their homes.
Conclusion
Both tutors and tutees can benefit from peer-tutoring process. Various writers indicate that peer
tutoring builds behaviours and emotions that effectively benefit relationships and coexistence
with others. Thus, it can be concluded that systematic and planned application of peer tutoring
produces a substantial improvement in social skills, accompanied by a high level of satisfaction
Copyright (c) 2023 Author (s). This is an open-access article distributed under the
terms of Creative Commons Attribution License (CC BY).To view a copy of this Volume 6, Issue 5 | May- 2023 | 197
license, visit https://creativecommons.org/licenses/by/4.0/
International Journal on Integrated Education e-ISSN : 26203502
IJIE | Research Parks Publishing (IDEAS Lab) p-ISSN : 26153785

in regard to learning. It is viewed as a method focused on the student, where the student takes on
a central and regulatory role in their own process through interaction with a peer who will also
achieve these qualities through a satisfactory interaction. This set of interactions influences the
development of empathic, communicative, and collaborative behaviours, positively affecting
self-esteem and leadership through self-knowledge and knowledge of others. Collaborative form
of learning develops higher-level thinking skills in learners and boosts their confidence and self-
esteem as well. Group projects can maximize educational experience by demonstrating the
material, while improving social and interpersonal skills.
Implementation of peer tutoring should address the frustrations and difficulties encountered by
the learners to facilitate better outcomes. Learners had both positive and negative experiences
from the peer tutoring, but that positive experiences predominated. Positive aspects included
enhancement of learning skills/intellectual gains and personal growth. Negative experiences
stemmed mainly from frustrations in dealing with mismatched learning styles between tutors and
tutees, and the required time commitment.
Suggestions
As a follow-up on this paper, the following suggestions are offered:
1. Tutors should make room for role-play to enable students act on what to be taught.
2. Tutors should create a reward system for tutees that are applauded based on proper
performance.
3. Instructors should teach tutoring skills to tutors.
4. Teachers should learn to give autonomy to learners to handle their topics for better
performance and achievement to get the expected end.
References
1. Arán, M., & Richaud, V. (2014). Empatía: Desde la percepción automática hasta los procesos
controlados. Avances en Psicología Latinoamericana, 32(1), 37-51.
2. Benson, P. (2011). Teaching and researching: Autonomy (2nd ed.). Routledge.
3. Borisov, C., & Reid, G. (2010). Students with intellectual disabilities acting as tutors: An
interpretative phenomenological analysis. European Journal of Special Needs Education,
25(3), 295-309.
4. Bueno, M., Durán, M., & Garrido, M. (2013). Entrenamiento en habilidades sociales en
estudiantes universitarios e Magisterio de la especialidad en Educación Primaria: un estudio
preliminar. Apuntes de Psicología, 31(1), 81-86.
5. Caballo, V., Salazar, I., Irurtia, M., Olivares, P., & Olivares, J. (2014). Relación de las
habilidades sociales con la ansiedad social y los estilos/trastornos de la personalidad.
Behavioral Psychology/ Psicología Conductual, 22, 401-422.
6. Caira, N., & Sánchez, J. (2012). Habilidades Sociales, Motivación y Metas en el Estudiante
Universitario. Revista Universitaria de Investigación y Diálogo Académico, 8(2), 15-27.
7. Chan, V. (2003). Autonomous language learning: The teachers‟ perspectives. Teaching in
Higher Education, 8(1), 33-54. doi:10.1080/1356251032000052311.
8. Chen, R. (2013). East-Asian teaching practices through the eyes of Western learners.
Teaching in Higher Education, 19(1), 26-37. doi:10.1080/13562517.2013.827652.
9. Collazo, R., Hernández, O., & Seoane, M. (2014) La tutoría entre pares: primera experiencia
curricular opcional en la Facultad de Odontología-Universidad de la República. Revista
Odontoestamología, 16(23), 54-66.

Copyright (c) 2023 Author (s). This is an open-access article distributed under the
terms of Creative Commons Attribution License (CC BY).To view a copy of this Volume 6, Issue 5 | May- 2023 | 198
license, visit https://creativecommons.org/licenses/by/4.0/
International Journal on Integrated Education e-ISSN : 26203502
IJIE | Research Parks Publishing (IDEAS Lab) p-ISSN : 26153785

10. DeWaelsche, S. A. (2015). Critical thinking, questioning and student engagement innKorean
university English courses. Linguistics and Education, 32(B), 131-147. doi:
10.1016/j.linged.2015.10.003.
11. Dzubak, C. M. (2009). Why tutoring matters: The interaction of a peer tutor and a tutee
during scaffolding. Synergy: The Journal of the Association for the Tutoring Profession, 2.
12. Gerlach, J. M. (1994). Is this collaboration? In K. Bosworth & S. J. Hamilton (Eds.),
Collaborative learning: Underlying processes and effective techniques, new directions for
teaching and learning (pp. 5-14). San Francisco, CA: Jossey-Bass.
13. He, M. F., Lee, J. C-H., Wang, J., Canh, L. V., Chew, P., So, K., & Sung, M-C. (2011).
Learners and learning in Sinic societies. In Y. Zhao, J. Lei, G. Li, M. F. He, K. Okano, M.
Megahed, D. Gamage & H. Ramanathan (Eds.), Handbook of Asian education: A cultural
perspective. 78-104.
14. Holec, H. (1981). Autonomy and foreign language learning. Pergamon.
15. Gismero, E. (2000). EHS Escala de Habilidades Sociales. Madrid: Editorial TEA. M. E.
Mellado, V. Valdebenito & O. Aravena 158.
16. González, N., García, R., & Ramírez, A. (2015). Aprendizaje cooperativo y tutoría entre
iguales en entornos virtuales universitarios. Estudios pedagógicos, 41(1), 111-124.
17. Herrera, A., Freytes, V., López, G., & Olaz, F. (2012). Un estudio comparativo sobre las
habilidades sociales en estudiantes de Psicología. International Journal of Psychology and
Psychological Therapy, 12(2), 277-287.
18. Johnson, D., Johnson, D., & Holubec, E. (1999). El aprendizaje cooperativo en el aula.
Buenos Aires: Paidós.
19. Lacunza, A. (2012). Las intervenciones en habilidades sociales: Revisión y análisis desde
una mirada salugénica. Psicodebate: Psicología, Cultura y Sociedad, 12, 63-84.
20. León, B. (2009). Salud mental en las aulas. Revista de Estudios de Juventud, 9(84), 66-83.
21. León, B., Felipe, E., Iglesias, D. y Latas, C. (2011). El aprendizaje cooperative en la
formación inicial del profesorado de educación secundaria. Revista de Educación, 354, 715-
729.
22. López, M., Filippetti, V., & Richaud, C. (2014). Avances en psicología Latinoamericana,
32(1), 37-51.
23. Maturana, H. (2002). Transformación en la convivencia. Santiago: Dolmen. Mendo, S.,
León, B., Felipe, E., Polo, M., & Palacios, V. (2016). Evaluación de las habilidades sociales
de estudiantes de educación social. Revista de Psicodidáctica, 21(1), 139-156.
24. Mendoza, O., & Rodríguez, C. (2013). Competencias digitales, sociales y didácticas
requeridas por los docentes que manejan las redes sociales en el ámbito educativo. Revista de
Investigación Educativa de la Escuela de Graduados en Educación, 4(7), 25-32.
25. Monjas, I. (Dir.) (2007). Cómo promover la convivencia: Programa de Asertivida y
Habilidades Sociales (PAHS). Madrid: CEPE.
26. Pedraza, L., Socarrás, X., Fragozo, A., & Vergara, M. (2014). Caracterización de las
habilidades sociales en estudiante de psicología de una universidad pública del distrito de
-201.
27. MacDonald, R. B. (2000). The master tutor: A guidebook for more effective tutoring (2nd
ed.). Cambridge Stratford.
28. Reinders, H. (2010). Towards a classroom pedagogy for learner autonomy: A framework of
independent language learning skills. Australian Journal of Teacher Education, 35(5).
Copyright (c) 2023 Author (s). This is an open-access article distributed under the
terms of Creative Commons Attribution License (CC BY).To view a copy of this Volume 6, Issue 5 | May- 2023 | 199
license, visit https://creativecommons.org/licenses/by/4.0/
International Journal on Integrated Education e-ISSN : 26203502
IJIE | Research Parks Publishing (IDEAS Lab) p-ISSN : 26153785

29. Rosa, G., Navarro, L., & López, P. (2014). El aprendizaje de las habilidades sociales en la
universidad. análisis de una experiencia formativa en los grados de educación social y trabajo
social. Revista Formación Universitaria, 7(4), 25-38.
30. Roscoe, R. D., and M.T.H. Chi. 2007. Understanding tutor learning: knowledge-building and
knowledge-telling in peer-tutors‟ explanations and questions. Review of Educational
Research 77 (4), 534-574.
31. Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting
autonomy in the classroom: Ways teachers encourage student decision making and
ownership. Educational Psychologist, 39(2), 97-110. doi:10.1207/s15326985ep3902_2.
32. Tan, C. (2014). Education policy borrowing in China: Has the West wind overpowered the
East wind? Compare: A journal of comparative and international education. 45(5), 686-704.
doi:10.1080/03057925.2013.871397.
33. Thanasoulas, D. (2000). What is learner autonomy and how can it be fostered? The Internet
TESL Journal, 6(11).
34. Topping, K. (1998). Peer assessment between students in colleges and universities. Review of
Educational Research, 68(3), 249-276. doi:10.2307/1170598.
35. Topping, K., Duran, D., & Van Keer, H. (2015). Peer tutoring in reading. In K. Topping, D.
Duran & H. Van Keer (Eds.), Using peer tutoring to improve reading skills: A practical guide
for teachers. Routledge. International Journal of Nursing Studies. 44, (2), 237-244.

Copyright (c) 2023 Author (s). This is an open-access article distributed under the
terms of Creative Commons Attribution License (CC BY).To view a copy of this Volume 6, Issue 5 | May- 2023 | 200
license, visit https://creativecommons.org/licenses/by/4.0/