• Dr. Rosy S Fernandes

The main aim of the study was to find out the Effect of ICT-Based Peer Teaching on the Achievement and retention of knowledge among Preservice Teachers while learning ‘Educational Evaluation’. This study was experimental in nature, and a post-test-only control group design was used. A self-made "Achievement test of Educational Evaluation" was used to collect the data from the sample, which consisted of 80 preservice teachers. The two treatment groups had a strength of 40 students each; both groups were matched on pre-achievement scores. The objectives and related hypotheses were analyzed by applying the t-test. The findings of the study indicated that: i) ICT-Based Peer Teaching is more effective than the Conventional Strategy in improving Achievement of preservice teachers in Educational Evaluation. ii) The preservice teachers have retained their achievement in educational Evaluation, which is improved through an ICT-Based Peer Teaching.

ICT-Based Peer Teaching, Achievement, Retention, preservice teachers, Educational Evaluation.

"Effect of ICT-Based Peer Teaching on the Achievement and Retention of Preservice Teachers", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.10, Issue 2, page no.c407-c412, February-2023, Available :http://www.jetir.org/papers/JETIR2302255.pdf

"Effect of ICT-Based Peer Teaching on the Achievement and Retention of Preservice Teachers", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.10, Issue 2, page no. ppc407-c412, February-2023, Available at : http://www.jetir.org/papers/JETIR2302255.pdf