Assessing peer tutoring usage level for principles of accounting subject among secondary school students

Abstract

Peer tutoring can potentially assist students in improving their subject understanding, including principles of accounting. Student participants in peer interaction discussions can clarify complex concepts, including the double-entry system, assets, liabilities, equity, and adjustments. This approach boosts academic knowledge while also encouraging active learning, enhancing students’ communication and social skills. The purpose of this study is to examine peer tutoring usage level for principles of accounting in secondary schools. Data collection comprised 60 students from three selected schools in the Federal Territory of Kuala Lumpur. The findings revealed that the highest usage level was 51.7%; they practice every time principles of accounting learning session take place in the classroom. While 15% of students practice more than once a week, another 15% of students state they practice more than once a month. Moreover, 6.6% of students use the peer tutoring technique more than once a year, and 11.7% of students never use the peer tutoring technique. Overall, the results indicate that 88.3% of students respond that they had used peer tutoring at different levels of frequency, indicating this method had been broadly used by the students that take the subject principles of accounting. Therefore, this study recommended more frequent widespread use of the peer tutoring strategy in schools. For enhanced its impact on student learning and understanding, this study also suggested implementing well-planned strategies to support its use.