Abstract:

Peer tutoring is one of the teaching methodologies that allow tutee to learn from their peers that might be their class fellow or senior student either from the same department or not. Tutees are allowed to ask questions from them without any restrictions. The study was conducted to identify the effect of peer tutoring on intrinsic motivation, social intelligence, and the study skills of prospective teachers. Phenomenological design was carried out in this study, where the qualitative data was collected with the help of semi-structured interviews. The sample of 6 students was selected from the class of B.Ed. Hons, (7th semester) at the Division of Education by using purposive sampling. Manual thematic analysis was performed to analyze the perceptions of the experimental group. Results reflected that students found themselves motivated due to performing the role of tutor and tutee; alternatively, they became socially intelligent and they improve in their study skills. Hence, it is recommended that our university teachers should practice peer tutoring rather than mere traditional lecture method in their classrooms in order to boost up their intrinsic motivation towards studies especially in those subjects that students consider as difficult like Research Methods in Education.

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