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Using one-to-one tutoring with slow learners in teaching primary science
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Abstract:
Description:
This purpose of this study was to investigate the use of one-to-one tutoring with slow learners in promoting conceptual understanding and active engagement in learning science. This study is guided by the following research questions: (1) does on-to-one tutoring with slow learners help to promote their conceptual of 'magnets'? (2) does one-to one tutoring with slow learners promote active engagement in learning science? And 93) what are slow learners' views about one-to-one tutoring? A qualitative method was used in which data from three participants were collected. The findings revealed that one-to-one tutoring with slow learners promote their conceptual understanding of 'Magnets' and their active engagement in learning science. Slow learners perceived one-to-one tutoring as a unique form of learning which allows them to be actively engaged leaners. It is hoped that this would help science teachers, curriculum writers and the ministery of education to become aware of the importance of oen-to-one tutoring to accomodate the learning needs of slow learners in science
Date:
2014
Authors:
Nurhapidzah binti Haji Hassan, Hajah
Publisher:
[Bandar Seri Begawan] :Universiti Brunei Darussalam
