Influence of Peer Tutoring on Undergraduate Students’ Anxiety in Integrated Science: A Case Study of University of Education, Winneba
Collins Owusu-Fordjour
Department of Integrated Science Education, University of Education, Winneba, Ghana,
Dr. Charles Kwesi Koomson
Department of Integrated Science Education, University of Education, Winneba, Ghana,
Dr. Stephen Twumasi Annan
Department of Integrated Science Education, University of Education, Winneba, Ghana,
Ruth Otison Asante
College of Distance and E-Learning, University of Education, Winneba, Ghana
Abstract
The study’s goal was to determine how peer tutoring affected the anxiety of undergraduate students studying Integrated Science at the University of Education, Winneba (UEW) in Ghana’s Central Region. The study used a cross-sectional survey research design. Out of 193 students majoring in Integrated Science in their last year at UEW, the researchers chose a sample size of 82 for the survey using a simple random selection procedure. Interviews and a questionnaire served as the study’s research tools. After the students completed the surveys, the respondents were then questioned to discover their answers. Statistical Package for the Social Science (SPSS) version 26.0 was used to enter, purify, and analyze the gathered data. The data were arranged into frequency and percentages using the descriptive SPSS function. Due to academic pressure and a fear of failing, the study’s findings indicated that the respondents experienced extremely high levels of anxiety in Integrated Science. In addition, it was discovered that one of the main contributors to Integrated Science anxiety was that most students paid attention to what their peers had to say about the program, and in particular, some courses, which had instilled fear in them even before they had taken the course. The study suggested that teachers do their best to aid students’ comprehension and that teachers should encourage students to interact more with one another.
