Peer-Assisted Learning in Research Methods and Statistics

Autor/inn/en	Stone, Anna; Meade, Claire; Watling, Rosamond
Titel	Peer-Assisted Learning in Research Methods and Statistics
Quelle	In: Psychology Teaching Review, 18 (2012) 2, S.68-73 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Academic Achievement; Leadership; Student Development; Feedback (Response); Research Methodology; Statistics; Work Experience; Employment Potential; Peer Teaching; Psychology; Tutoring; Tutors + Suchen Sie Ihr Suchwort? Schulleistung; Führung; Führungsposition; Research method; Forschungsmethode; Statistik; Employment experience; Job experience; Occupational experience; Berufserfahrung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Peer group teaching; Peer Group Teaching; Psychologie; Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor
Abstract	Feedback from students on a Level 1 Research Methods and Statistics module, studied as a core part of a BSc Psychology programme, highlighted demand for additional tutorials to help them to understand basic concepts. Students in their final year of study commonly request work experience to enhance their employability. All students on the Level 1 Research Methods and Statistics module were invited to sign up for PAL (Peer-Assisted Learning) sessions which offered interactive learning under the guidance of a PAL Student-Facilitator. Five students at undergraduate Level 3 and Masters level were recruited and provided with training to facilitate small group sessions. Session provision also included materials for interactive exercises. A wrap-up session considered how Facilitators could draw on this experience to enhance their employability. Analysis of feedback from the Level 1 students showed their experience was uniformly good with sessions found to be useful in aiding understanding. Any student-learner dissatisfaction resulted from a continuing inability to feel confident with the basic concepts taught on the module, although students said their understanding had improved overall. Facilitators found the sessions to be rewarding and felt they had developed their interpersonal skills, their leadership skills, and their understanding of the subject matter, and enhanced their employability, particularly in terms of skills transference. Attendance from student-learners was poor compared to the number who signed up, but the small size of many groups enabled individual support which was expressly appreciated. The greatest student-learner demand was for sessions on topics directly related to coursework. Future PAL sessions will be directly related to these topics and arranged for the middle section of the semester, that is, when the Level 1 students have had time to identify their difficulties and the session can still be of maximum benefit for general learning and assessment completion. Considerations for student development and employability are also discussed. (Contains 1 figure and 1 table.) (As Provided).
Anmerkungen	British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/ptr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10