Structured peer mentoring improves academic outcomes and complements project-based learning in an introductory research methods and statistics course.

Abstract

The present study explored the benefits of peer mentoring as part of a student-centered approach to the teaching of an undergraduate Research Methods and Statistics (RMS) course in Psychology. In the first semester of the study, one section of the RMS course was taught with the inclusion of a peer mentor intervention in the classroom, while the other section was taught without peer mentors (standard). Curriculum and evaluation were the same in both sections. During the second semester of the study, both sections of the RMS course employed peer mentors in the classroom (peer mentor intervention). Multivariate analysis of covariance (MANCOVA) was conducted to assess the impact of the presence of peer mentors in the classroom on exam performance while controlling for background variables. Results revealed student-performance differences between the RMS sections during the first semester of the study where the sections differed with respect to the presence of peer mentors in the classroom (standard vs. peer mentor intervention sections), but not in the second semester of the study where both sections employed peer mentors. Our findings provide evidence that the presence of peer mentors in RMS classrooms is a practical and cost-effective approach to improving student-learning outcomes.

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“…In addition, employed peer mentors tend to be closer in age to the students; A relatable, welltrained mentor can assist students with improving their academic performances, information retention, and application of knowledge both inside and outside of examinations (Pilot et al, 2021). Given that mentors are often closer to students in age, they can form close relationships with students and make mentees feel more comfortable in seeking help.…”

“…According to Leidenfrost et al (2014), there was a significant difference among students with peer mentors as compared to the ones without a peer mentor in the overall grade the students received after two years; the peer-mentees received lower average grades, demonstrating better performance. In addition, Pilot et al (2021), found that psychology students with peer mentors had higher grades than they did during a semester without peer mentor intervention. Together, these findings suggest that proactive interventions in the first semester of the first year can enhance important aspects of learning and increase success for undergraduate psychology students.…”

Improving Student Learning in Introductory Psychology Courses with Peer Mentors and Supplemental Instruction

“…According to Leidenfrost et al (2014), there was a significant difference among students with peer mentors as compared to the ones without a peer mentor in the overall grade the students received after two years; the peer-mentees received lower average grades, demonstrating better performance. In addition, Pilot et al (2021), found that psychology students with peer mentors had higher grades than they did during a semester without peer mentor intervention. Together, these findings suggest that proactive interventions in the first semester of the first year can enhance important aspects of learning and increase success for undergraduate psychology students.…”

“…In addition, employed peer mentors tend to be closer in age to the students; A relatable, welltrained mentor can assist students with improving their academic performances, information retention, and application of knowledge both inside and outside of examinations (Pilot et al, 2021). Given that mentors are often closer to students in age, they can form close relationships with students and make mentees feel more comfortable in seeking help.…”