Measuring the effects of peer learning on students' academic achievement in first-year business statistics

Dancer, Diane; Morrison, Kellie; Tarr, Garth

doi:10.1080/03075079.2014.916671

Cited by 39 publications

(24 citation statements)

References 21 publications

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“…By contrast, differences in the values emerging with relation to Electromagnetism seem to be fairly insignificant: the freshmen's reduction of the incorrect answers rate shift is five times out of ten lower than the freshwomen's. Furthermore, contrary to some reports in several previous papers [7,8,28], the analysis of the values that refer to the average normalised gain related to a single quiz emphasises that the effectiveness of PI is independent of the level of difficulty of the single quiz, with relation to both the branch of Physics investigated and the student's gender involved. In other words, it could be highlighted that comparable variations of the incorrect answers rate shift occur if the quiz is characterised by a low percentage of incorrect answers before the peer activity (i.e.…”

Section: Discussioncontrasting

confidence: 85%

“…Less often, due to the workload, lecturers introduce solutions that aim at active learning, or that encompass the adoption of tools for self-monitoring learning [5]. Within this context, peer learning has become an issue of relevance, due to the fact that the teacher presence is amplified by peer interactions [6,7]. Nevertheless, it seems there is a lack of evidence for the combination of factors that encourage interactions among peers in specific learning situations like those provided by large size lectures, which still requires specific research [8].…”

Section: Introductionmentioning

confidence: 99%

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Peer Learning for Large Size Physics Lectures in Higher Education: Yes, We Can

Bozzi¹,

Raffaghelli²,

Zani³

2018

ICERI2018 Proceedings

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The academic course on Mechanics and Electromagnetism "Fisica Sperimentale A+B" at Politecnico di Milano was selected to investigate peer learning effects in large size lectures. It was attended by both freshmen attending the first year of Chemical Engineering and those studying Materials and Nanotechnology Engineering during the first term of the academic year 2017-2018. After arranging the students in three different sections on the basis of an alphabetical order, the research team modified the design and pedagogical method of one of these sections. In addition to traditional lectures, the students of this section took periodical tests based on multiple choice quizzes whose provision was implemented by using the on-line portal Socrative and by allowing the students to use their own electronic devices. Immediately after each quiz and without getting any feedback on the accuracy, freshmen would discuss the quizzes in small groups for few minutes. At the end of this debate, they retook the same test.Thanks to the significant bulk of data collected, the findings are likely to show that the average score achieved by the students in the same test, normalised so that the highest value is equal to 10, increases considerably as a consequence of peer discussion: from 5.1 to 6.7 in Mechanics, corresponding to a growth by 32%, and from 3.6 to 5.6 in Electromagnetism, corresponding to an increase by 55%. Moreover, a sensible decrease in the incorrect answers rate emerges in relation to each quiz: on average, 43% and 30% in Mechanics and Electromagnetism respectively. Furthermore, significant and comparable reductions of this rate occur as regards quizzes characterised by both low and high percentage of incorrect answers in quizzes which precede peer learning and peer evaluation. Finally, the percent decrease in incorrect answers given by female students is higher than the male percent reduction in 90% of the Mechanics quizzes and lower in the remaining 10%; conversely, they are both equal to 50% with relation to Electromagnetism quizzes.

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Section: Discussioncontrasting

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Peer Learning for Large Size Physics Lectures in Higher Education: Yes, We Can

Bozzi¹,

Raffaghelli²,

Zani³

2018

ICERI2018 Proceedings

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“…Dancer et al, [22] also found that there were higher retention rates and few withdrawals in these subjects. Lower-achieving students gained more benefits in terms of grade increases compared to higherachieving students [22]. The positive benefits that students can gain from PASS-like programs are clear.…”

Section: Peer Assisted Learning (Pal) Programsmentioning

confidence: 75%

“…A higher number of students pass the subject linked with PASS, and more students finally graduate [7]. Dancer et al, [22] also found that there were higher retention rates and few withdrawals in these subjects. Lower-achieving students gained more benefits in terms of grade increases compared to higherachieving students [22].…”

Section: Peer Assisted Learning (Pal) Programsmentioning

confidence: 99%

Into the Online Space: Outcomes for a PASS Online Pilot Across Different First Year University Subjects

Woolrych¹,

Zaccagnini²,

Stephens³

et al. 2020

Adv. sci. technol. eng. syst. j.

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Peer Assisted Study Sessions (PASS) is a student let program designed to support students transitioning into university and tackling traditionally difficult first year core subjects. The model is collaborative with student leaders facilitating activities and discussions driven by student need. Consistently research has found that students can benefit, in terms of increased grades, from attending PASS, however findings for online delivery modes are mixed. These studies have generally only compared face to face (F2F) with online modes of PASS-like programs for one subject. No study has compared different subjects from varying disciplines to investigate if the benefits of PASS online are the same for all students. PASS at UOW conducted a pilot study of synchronous online sessions, tested across three different first year university subjects. A total of 1.471 students enrolled into these subjects, with 409 attending some form of PASS. Result revealed PASS students gained significantly higher average final marks compared to students who did not attend any type of PASS, regardless off subject. However, results for PASS varied depending upon mode of delivery engaged in (F2F or online) and also with subject. Although not all differences were statistically significant, trends suggest a student/subject interaction that may vary the amount of benefit gained from PASS online formats. Possible drivers for these results are discussed as well as consideration given to cohort effects and student skills for online learning modes.

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“…However, peer tutoring among university students has been found to be successful across a range of disciplines and topics (e.g. Arco-Tirado et al 2011, Dancer et al 2014, De Backer et al 2012. Therefore integrating some kind of peer support, with junkies or converts supporting the avoiders, Convincing Students?…”

Section: Discussionmentioning

confidence: 99%

Convincing Students? Quantitative Junkies, Avoiders and Converts on a Cross-Disciplinary Course Using Quantitative Narratives

Milligan

Rose

Harris

2014

Enhancing Learning in the Social Sciences

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Amidst growing concern about the shortage of social science undergraduate students with even basic quantitative methods skills, student apprehension is recognised as a barrier to learning quantitative methods. A recent ESRC-funded project has sought to overcome such fear and anxiety through the design of a cross-disciplinary social sciences unit for first-year undergraduates. The unit aimed to capture students' imaginations by the use of 'quantitative narratives' -descriptions of current social issues or controversies that allow quantitative concepts to be introduced in a contextualised way. This paper presents findings from the qualitative evaluation of the unit. It considers the attitudes and experiences of students who covered a spectrum of social science subjects, self-cited levels of confidence and prior experience of statistics. A typology of students taking the course is presented, revealing the challenge of meeting the needs of all students. Conclusions consider the implications of this evaluation both for the development of quantitative methods curricula and wider considerations for cross-disciplinary teaching in higher education.

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Measuring the effects of peer learning on students' academic achievement in first-year business statistics

Cited by 39 publications

References 21 publications

Peer Learning for Large Size Physics Lectures in Higher Education: Yes, We Can

Peer Learning for Large Size Physics Lectures in Higher Education: Yes, We Can

Into the Online Space: Outcomes for a PASS Online Pilot Across Different First Year University Subjects

Convincing Students? Quantitative Junkies, Avoiders and Converts on a Cross-Disciplinary Course Using Quantitative Narratives

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