A systematic review on the impact of peer tutoring strategy in linear algebra among polytechnic students

Abstract

Classroom teaching practice becomes more efficient when an understanding of how learners learn is well informed and learning itself will be more successful if students are given the opportunity to clarify their own ideas. Educational development nowadays needs teaching approaches that emphasize more on students' participation, where the focus is on knowledge construction rather than knowledge transformation. The purpose of this systematic review was to examine the impact of peer tutoring strategy in linear algebra among polytechnic students. A literature search was performed using prominent internet databases between 2002 and 2017. Eleven published articles fulfilled the review requirements set for incorporation. The small amount of articles resulting from this search indicates that in recent years peer tutoring strategy has not been investigated to a higher extent in linear algebra classes. Results from the eleven articles disclosed that peer tutoring strategy remains a promising instructional instrument that awaits further exploration in a polytechnic linear algebra classroom. To enhance the knowledge of learners in linear algebra, the research proposes among other things that, allocating more time and particular goals for each peer tutoring strategy session, guiding respondents with preliminary teaching skills and reducing teaching content covered in each session.