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Effects of Same-Year/Level Peer-Assisted Learning on Academic Performance of Students in Health Sciences' Extended Curriculum Programmes at a University of Technology in South Africa
- Source :
-
Perspectives in Education . 2024 42(2):46-59. - Publication Year :
- 2024
-
Abstract
- Peer-assisted learning (PAL) is a long-standing educational concept in higher education (HE) and has been subjected to ongoing development and ultimate implementation into so-called 'high-risk' programmes. Substantial literature and evidence are available to confirm that PAL is an effective tool for unlocking active learning in medical education. This paper focusses on the effects of same-year/level PAL implementation on the academic performance of tutors and tutees in a health sciences' extended curriculum programme (ECP) at a University of Technology (UoT) in South Africa (SA). A retrospective, longitudinal and quantitative analysis of pre- and post-intervention results of three consecutive ECP student cohorts (2017-2019) was conducted to determine whether same-year/level PAL implementation enhanced academic performance. A total of 138 ECP students participated in this study and a statistically significant difference (p-value <0.05) was found with the overall comparison between the pre- and post-intervention results. Although not all ECP students benefited from this same-year/level PAL intervention, the findings of the study suggest that for the majority of ECP students, same-year/level PAL can be considered as an innovative educational intervention to improve academic success and preparedness for future studies.
Details
- Language :
- English
- ISSN :
- 0258-2236 and 2519-593X
- Volume :
- 42
- Issue :
- 2
- Database :
- ERIC
- Journal :
- Perspectives in Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1432329
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.38140/pie.v42i2.7311