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Influence of Peer Learning on Students’ Academic Performance (The Case of 2010 E.C for the Course Chemical Thermodynamics at Assosa University)

Received: 28 September 2020     Accepted: 27 October 2020     Published: 11 November 2020
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Abstract

Peer teaching is a suite of practices in which peers instruct each other in a purpose driven, meaning full interaction. Many universities are facing challenges due to the increasing number of young people attending higher education. Learning is enhanced when it is more like a team effort than a solo race. This study explores how peer learning influences the academic performance of students and it also resolves the negative attitude of teachers and students on the active teaching learning process. It increases student’s social interaction as well as subject matter knowledge. The study was conducted in Assosa university Chemistry department second year students on chemical thermodynamics course. The data was analyzed by using percentage and mean using tables. The tolls of data collection were mainly questionnaires, interview and observations. As peer learning is implemented frequently, the score of the student was increased. Students will learn from one another because in their discussion of the content, cognitive conflicts will arise, inadequate reasoning will be exposed, and higher-quality understanding will emerge. Finally, this finding recommends that in most chemistry courses, a team work is important to increase the academic performance of students and it could be applicable.

Published in International Journal of Education, Culture and Society (Volume 5, Issue 6)
DOI 10.11648/j.ijecs.20200506.11
Page(s) 115-119
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Peer Learning, Academic Performance, Students, Chemistry, Interaction

References
[1] Topping, K. J. (2005). Trends in Peer Learning, 25 (6), 631–645. http://doi.org/10.1080/01443410500345172
[2] Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education 7 (1), pp. 1-8.
[3] Harvey, L. (2003). Transitions from higher education to work. Retrieved June 28, 2006.
[4] O'Donnell, A. M.; A. King (1999). Cognitive perspectives on peer learning. Lawrence Erlbaum. ISBN 0805824480.
[5] Wiersema, N. (2000). How does collaborative learning actually work in a classroom and how dostudents react to it? A brief reflection. Retrieved November 28, 2005.
[6] Kalkowski, P. (2001). Peer and cross-age tutoring. Northwest Regional Educational Laboratory School Improvement Research Series.
[7] McNall, S. (1975). Peer teaching: A description and evaluation. Teaching Sociology, 2 (2), 133- 146.
[8] Mynard, J., & Almarzouqi, I. (2006). Investigating peer tutoring. ELT Journal, 60 (1), 13-22.
[9] Jeff Brazil, May 23, 2011, P2PU: Learning for Everyone, by Everyone, about almost Anything Archived 2012-10-03 at the Wayback Machine.
[10] Slavin, R. E. (1990). Synthesis of Research on Cooperative Learning: Educational Leadership. Oxford: Oxford University Press.
[11] Bridges, E. M. & Hallinger, P. (1998). Problem-based Learning in Medical and Managerial Education. In R. Fogarty (ed.), Problem-based Learning: A Collection of Articles. Arlington Hts, Illinois: Skylight Training and Publishing.
[12] Hertz-Lazarowitz, R., Kirkus, V. B. and Miller, N. (1992). Implications of Research for Classroom Application. In R. Hertz-Lazarowitz. and N. Miller, Interaction in Cooperative Groups: The Theoretical Anatomy of Group Learning. New York: Cambridge University Press.
[13] Bogale Gebeyehu College of Agriculture and Veterinary Medicine, Wolaita Sodo University Journal of Education and Practice Vol. 7, No. 34, 2016.
[14] Crouch, C. H.; Mazur, E. (2001). "Peer instruction: Ten years of experience and results". American Journal of Physics. 69 (9): 970–977. Bibcode: 2001AmJPh.69.970C. Cite Seer X 10.1.1.113.6060. doi: 10.1119/1.1374249.
[15] Larsson, A., Rydeman, B., & Hedvall, P-O. (2012). Motivation, Peer Learning and Feedback in Flexible Learning. Paper presented at Improving Student Learning symposium 2012, Lund, Sweden.
[16] Burke, A. M. & Tim, R. S. (2008) Classroom Peer Effects and Student Achievement. Journal of Economics.
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  • APA Style

    Asmamaw Taye Guyaho. (2020). Influence of Peer Learning on Students’ Academic Performance (The Case of 2010 E.C for the Course Chemical Thermodynamics at Assosa University). International Journal of Education, Culture and Society, 5(6), 115-119. https://doi.org/10.11648/j.ijecs.20200506.11

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    ACS Style

    Asmamaw Taye Guyaho. Influence of Peer Learning on Students’ Academic Performance (The Case of 2010 E.C for the Course Chemical Thermodynamics at Assosa University). Int. J. Educ. Cult. Soc. 2020, 5(6), 115-119. doi: 10.11648/j.ijecs.20200506.11

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    AMA Style

    Asmamaw Taye Guyaho. Influence of Peer Learning on Students’ Academic Performance (The Case of 2010 E.C for the Course Chemical Thermodynamics at Assosa University). Int J Educ Cult Soc. 2020;5(6):115-119. doi: 10.11648/j.ijecs.20200506.11

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  • @article{10.11648/j.ijecs.20200506.11,
      author = {Asmamaw Taye Guyaho},
      title = {Influence of Peer Learning on Students’ Academic Performance (The Case of 2010 E.C for the Course Chemical Thermodynamics at Assosa University)},
      journal = {International Journal of Education, Culture and Society},
      volume = {5},
      number = {6},
      pages = {115-119},
      doi = {10.11648/j.ijecs.20200506.11},
      url = {https://doi.org/10.11648/j.ijecs.20200506.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20200506.11},
      abstract = {Peer teaching is a suite of practices in which peers instruct each other in a purpose driven, meaning full interaction. Many universities are facing challenges due to the increasing number of young people attending higher education. Learning is enhanced when it is more like a team effort than a solo race. This study explores how peer learning influences the academic performance of students and it also resolves the negative attitude of teachers and students on the active teaching learning process. It increases student’s social interaction as well as subject matter knowledge. The study was conducted in Assosa university Chemistry department second year students on chemical thermodynamics course. The data was analyzed by using percentage and mean using tables. The tolls of data collection were mainly questionnaires, interview and observations. As peer learning is implemented frequently, the score of the student was increased. Students will learn from one another because in their discussion of the content, cognitive conflicts will arise, inadequate reasoning will be exposed, and higher-quality understanding will emerge. Finally, this finding recommends that in most chemistry courses, a team work is important to increase the academic performance of students and it could be applicable.},
     year = {2020}
    }
    

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Author Information
  • Department of Chemistry, College of Natural and Computational Science, Assosa University, Assosa, Ethiopia

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