A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning.

Ginsburg-Block, Marika; Rohrbeck, Cynthia A.; Fantuzzo, John W.

doi:10.1037/0022-0663.98.4.732

Cited by 253 publications

(149 citation statements)

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“…A recent meta-analysis examining the socio-emotional outcomes of PAL interventions with elementary school students found that such programs can result in positive social, self-concept and behavioural outcomes. Furthermore, significant positive associations were established between these social and self-concept outcomes and students' academic achievement (Ginsburg-Block et al, 2006). Similar findings were established in Tariq's (2005) study examining feedback on PAL from 112 bioscience undergraduates.…”

Section: Additional Benefits Of Palsupporting

confidence: 69%

“…These outcomes include social development, self-concept and positive changes in attitude (Ginsburg-Block, Fantuzzo & Rohrbeck, 2006;Fantuzzo & Ginsburg-Block, 1998). This is important when we consider findings from research studies that have shown that links exist between academic achievement and factors such as self-esteem, self-concept, friendship and social skills (Eccles, Roeser, Wigfield & Freedman-Doan, 1999;Parker, Rubin, Price & DeRosier, 1995).…”

Section: Additional Benefits Of Palmentioning

confidence: 99%

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Peer-Assisted Learning in Accounting --- A Qualitative Assessment

Dobbie¹,

Joyce²

2009

ASS

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Since 2003, Macquarie University has operated a peer-assisted learning (PAL) program in several accounting units. This paper presents the results of a qualitative assessment of that program. The data were collected via a series of focus groups with student participants and student leaders involved in the peer-assisted learning program. The focus group discussions were transcribed and analysed. The results suggest that peer-assisted learning at Macquarie generates significant academic and non-academic benefits for all those involved. The analysis did, however, reveal a number of ways in which the program could be improved. Two areas stand out in this respect: first, it is essential that the program is suitably supervised by relevant academic staff. Second, the quality of the training given to PAL leaders is crucially important.

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Section: Additional Benefits Of Palsupporting

confidence: 69%

Section: Additional Benefits Of Palmentioning

confidence: 99%

Peer-Assisted Learning in Accounting --- A Qualitative Assessment

Dobbie¹,

Joyce²

2009

ASS

View full text Add to dashboard Cite

show abstract

Section: Additional Benefits Of Palsupporting

confidence: 69%

Asian Social Science, Vol. 4, No. 3, March, 2008

ASS¹

2009

ASS

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Learning and teaching is an important component of university life -critical for students and also for those who teach. Our aim is to make this practice more enjoyable and effective for all involved, and at the same time to encourage a scholarly approach to the process. This volume of Asian Social Science is devoted to the work of a team of academic staff who have collaborated in making real improvements to their teaching and the learning of their students. In this article we will discuss the process of setting up the group, the pedagogical rationale, and the training and support given to all members.Keywords: Professional development, Curriculum change, Case studies, Action research BackgroundThe Division of Economic and Financial Studies (EFS) is the largest Division at Macquarie University with around 4 000 postgraduate students, 9 000 undergraduate students and 300 full and part-time academic staff. The Division offers a mix of disciplines with five departments -Accounting and Finance, Actuarial Studies, Business, Economics, and Statistics. Students can focus on becoming specialist economists, accountants, actuaries, demographers or statisticians or combine other major studies to pursue interests such as organisational psychology, computing, environmental management, languages or other electives. The programs are accredited by the relevant professional bodies.Faculty members are eager to improve the experiences of their students and, in 2007, the Dean allocated extra funds to assist the development of the learning and teaching process. Several models were discussed and, ultimately, the Learning Excellence and Development (LEAD) team was set up by the Division's Director of Learning and Teaching Studies (Leigh Wood) and the Associate Dean of Learning and Teaching (Peter Petocz), two positions with key responsibility for the learning and teaching process Division-wide.There are numerous external pressures for academics to demonstrate that their teaching is effective. The Australian Government has set up a Learning and Teaching Performance Fund (LTPF) that is linked to measures of teaching, such as student retention, progression rates through degrees, graduate employment and pay, and students' assessment of their learning at university. University funding is linked to performance on the LTPF. For individual staff members, salary bonuses may be linked to being able to demonstrate the quality of their teaching, so there are extrinsic as well as intrinsic incentives to improve. Of course, the main reason for investigating teaching is to improve the experiences of our students! For a non-Australian audience, let us explain how most teaching is carried out at Macquarie University (and generally in Australian universities). Students enrol in Bachelor degree programs straight from school and most degrees take three years (six semesters), four years for Engineering and six for medicine. Students generally enrol in four subjects per semester, eight per year, 24 for a degree, though there is some variation in the...

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“…Similar findings for the above variables, especially for autonomous structural elements that give the choice to the students, have been shown for the impact of peer tutoring or groups of three for the process of learning elements such as self-concepts and behaviour [6].…”

Section: Literature Reviewsupporting

confidence: 62%