Effectiveness of Peer Teaching Models in Senior Secondary Schools

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Arvind Kumar Sharma

Independent Researcher

Delhi, India

Abstract

Peer teaching—students instructing fellow students in structured roles—has re-emerged as a powerful pedagogical strategy in senior secondary education, where academic rigor and adolescent socio-emotional development intersect. This study investigates the effectiveness of peer teaching models (reciprocal teaching, cross-age tutoring, same-age tutoring, and jigsaw/cooperative structures) in Classes XI–XII across diverse school settings. A mixed-method design was used: an explanatory survey (n = 320 students; 40 teachers) measured academic achievement, engagement, self-efficacy, and collaborative skills; follow-up focus group discussions (FGDs) and classroom observations provided qualitative depth. Results show statistically significant gains (p < .05) in post-test scores for students exposed to peer teaching compared to traditional teacher-led instruction. Moreover, learners reported heightened motivation, clearer conceptual understanding, and reduced anxiety—especially in STEM subjects. Teachers perceived peer teaching as time-efficient for remediation but pointed to challenges such as uneven participation, role ambiguity, and assessment alignment. The study concludes that peer teaching is an effective, context-adaptable strategy for senior secondary schools if embedded within a well-scaffolded framework, supported by teacher capacity building, and assessed with rubrics that value process as much as product. Recommendations include phased implementation, explicit training in facilitation skills for students, and policy-level recognition of peer instruction as a formal component of instructional time.

Keywords

Peer teaching; senior secondary education; reciprocal teaching; jigsaw method; student engagement; academic achievement; collaborative learning; self-efficacy; formative assessment; teacher facilitation

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