ERIC Number: ED409324
Record Type: Non-Journal
Publication Date: 1997-Mar
Reference Count: N/A
Peer Assisted Learning: Impact on Self-Efficacy and Achievement.
Watters, James J.; Ginns, Ian S.
This paper relates experiences in implementing a peer-assisted study program in a teacher education course. A class of 124 students in their first year of a Bachelor of Education (Early Childhood Program) undertaking a core course in basic science were the subjects of the study. They were mentored in a peer-assisted learning program by eight third year students, who themselves, had done the same core course in their first year. Firstly the study examined the impact of the initiative on the students in the core course in terms of their achievement grades and their changes in attitudes toward science and science teaching. Their performance in a subsequent Science Education course was then monitored. The study further explored tutors' reasons for becoming involved in the initiative, their experiences, and the consequences of tutors' involvement in the program. The quantitative findings indicate that those first year students who participated in the peer-assisted learning program achieved higher grades than those who did not. The qualitative data reveal that students develop confidence and improved attitudes toward learning and science. In addition, substantial benefits in terms of confidence, facilitation skills, and insight into adult education were accrued by the mentors. (Contains 28 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia