Role of peers in student academic achievement in exogenously formed university groups

Androushchak, Gregory; Poldin, Oleg; Yudkevich, Maria

doi:10.1080/03055698.2013.814561

Cited by 15 publications

(15 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Social influence is an important mechanism in social capital building in small groups, but the relationship between social capital and study success during the first year may depend on the high school achievement level of incoming students. Androushchak, Poldin, and Yudkevich (2013) find a nonlinear effect of peer support on achievement. High-ability students obtained the most benefit from interacting with other high-ability fellow students, whereas low-ability students were not influenced by fellow students, nor did they affect other fellow students.…”

Section: Prior Achievement and Self-efficacymentioning

confidence: 87%

The impact of social capital on self-efficacy and study success among first-year university students

Brouwer

Jansen

Flache

et al. 2016

Learning and Individual Differences

View full text Add to dashboard Cite

University programmes increasingly implement small-group teaching, with the assumption that students' social capital fosters academic achievement. However, few studies address the impact of social capital on the study success of first-year students. The current study addresses this research gap, examining the extent to which social capital relates to study success for first-year university students and whether this effect differs for high-, average-, and low-achieving high school students. Survey data collected from 407 first-year university students' measure social capital in terms of family, faculty, and peers. Path analysis reveals that in contrast to family capital, peer capital (help seeking, collaboration, and fellow students' support) and faculty capital (mentor support) contribute positively to study success, indirectly through friendship or self-efficacy. For high achievers, compared with low achievers, friendship has a positive effect on study success during the first year. Small-group teaching seems beneficial for study success if it enhances students' social capital.

show abstract

Section: Prior Achievement and Self-efficacymentioning

confidence: 87%

The impact of social capital on self-efficacy and study success among first-year university students

Brouwer

Jansen

Flache

et al. 2016

Learning and Individual Differences

View full text Add to dashboard Cite

show abstract

“…During the interviews, nearly all students said that peers had been essential in negotiating discourse, understanding expectations, and improving their work. Findings highlighting the key role of peers in developing the necessary competencies, knowledge and attitudes to engage in a variety of discursive episodes seem consistent with the literature that stresses the importance of dialogue and interactions with peers in learning contexts (Androushchak et al, 2013;Bruner, 1978;Carrell et al, 2009;De Paola & Scoppa, 2010;Epple & Romano, 2010;Moore et al, 2016;Orsmond et al, 2101;Seloni, 2012;Swain, 2001;Vygostky, 1978;Wood et al, 1976;Zappa-Hollman, 2007).…”

supporting

confidence: 80%

“…In a recent literature review, Epple & Romano (2010) concluded that the evidence in different studies left little doubt as to the effect of peers both within and outside the classroom. Furthermore, there is increasing evidence of positive peer effects in student achievement in higher education (Androushchak et al, 2013;Carrell et al, 2009;De Paola & Scoppa, 2010;Moore et al, 2016).…”

mentioning

confidence: 99%

Feedback in Masters Courses and the Development of International Students’ Academic Literacy

Solano¹,

Bernado²

View full text Add to dashboard Cite

Despite numerous studies on feedback and academic literacy, few have focused on the experience of international students on postgraduate taught courses, particularly in terms of how feedback contributes to the development of their literacy practices in UK universities. This study contributes to the discussion on what academic literacy is, and the role of tutor feedback in its development. The design includes surveys, semi-structured interviews, feedback samples and course documents, to explore the experiences of students and teaching staff in various disciplines in two British universities. The research reveals core elements of academic literacy and useful insights into their multiple interpretations, underlining how disciplinary variation, student and staff diversity can influence its conceptualisation and practice. Results point to the potential of dialogic feedback to develop academic literacy while also identifying other practices that contribute to its development. One key finding is that, besides the characteristics of feedback itself, personal and institutional factors such as length, structure and interdisciplinary nature of programmes can limit the role of feedback in academic literacy development. The research concludes that pedagogical practices such as assessment and feedback cannot be separated from either the individuals or the pedagogical spaces in which they occur, so their impact can be enhanced or constrained by such spaces and the people inhabiting them. Further research needs to explore the effect of specific personal and institutional factors on feedback practices and academic literacy development. Given the importance of feedback and evidence of student dissatisfaction revealed by the findings, institutions should implement systematic approaches to measure its effectiveness. A key recommendation is for institutions to encourage and maintain meaningful dialogue with students at different levels from programme design to course evaluation. There is also a need for tutors to adopt a more open and inclusive disposition to academic literacy, reducing their reliance on written assessment and being more accepting of international students' native literacy practices.

show abstract

“…The benefit of collaborating and group learning has been documented by many researchers. They support the ideas that peer interaction and peer collaboration within small groups can facilitate better understanding (Ames & Murray, 1982;Androushchak, Poldin, & Yudkevich, 2013;Berndt, 1987;O' Donnell & King, 1999;Oktay, 2017), motivation and confidence (Burdett & Hastie, 2009;Hammond, Bithell, Jones, & Bidgood, 2010). A literature review research conducted by Reise, Samara and Lillejord (2012) have found that peer learning (1) positive effects on students' achievement, (2) reduces the teachers' workload, and (3) develops generic basic skills.…”

Section: Introductionmentioning

confidence: 67%

Isı ve Sıcaklık Ünitesinde Bir Akran Öğrenme Uygulaması

Ergin

Oktay²,

Şen³

2019

Kastamonu Eğitim Dergisi

View full text Add to dashboard Cite

Bu çalışmada akran öğrenme yaklaşımının 9. sınıf öğrencilerinin ısı ve sıcaklık ünitesindeki başarıları üzerine etkisi, öğrencilerin uygulama hakkındaki görüşleri ile birlikte araştırılmaktadır. Çalışma, iki deney (N=56) ve iki kontrol (N=53) grubu ile bir devlet okulunda gerçekleştirilmiştir. Veri toplama araçları "Isı ve Sıcaklık Başarı Testi" ve "Öz ve Grup Değerlendirme Anketi"dir. Çalışma yöntemi olarak yarı deneysel desen kullanılmıştır. Öğrenci başarısındaki değişim iki yönlü (faktörlü) varyans analizi (ANOVA) ile verilmiştir. Anket sonuçları ise nitel olarak ana temalar ve kodlar oluşturularak analiz edilmiştir. Çalışma sonuçlarına göre, akran öğrenme yaklaşımı uygulanan gruplar lehine öğrenci başarısı bakımından anlamlı bir fark ortaya çıkmıştır. Ek olarak, öğrenciler akran öğrenme uygulamasına yönelik olumlu görüşler sunmuşlardır.

show abstract

Role of peers in student academic achievement in exogenously formed university groups

Cited by 15 publications

References 16 publications

The impact of social capital on self-efficacy and study success among first-year university students

The impact of social capital on self-efficacy and study success among first-year university students

Feedback in Masters Courses and the Development of International Students’ Academic Literacy

Isı ve Sıcaklık Ünitesinde Bir Akran Öğrenme Uygulaması

Contact Info

Product

Resources

About