Peer-assisted Learning in Research Methods

1. Peer-assisted Learning in Research Methods Anna Stone Claire Meade Hazel Madziva

2. Background Level 3 students wanting work experience to enhance employability Level 1 students wanting additional tutorials to enhance understanding of basic concepts

3. Why PAL Support? • Peer-assisted learning has been demonstrably successful (Dreyfus, 2002) • Shown to enhance student engagement and outcomes (Hurley, McKay, Scott, & James, 2003). • although the efficacy of small-group learning remains open to question, (Colvin & Ashman, 2010) • there is also consensus as to its potential, dependent upon a number of factors (Cohen, 1994; Lyle & Robinson, 2003;).

4. Why PAL Support? • Peer experience • Peer communication (see Witt, Wheeless, & Allen, 2004). • Peer models (Bandura, 2007) • Facilitator development (Maheady 1998; Topping, 2005 )

5. Preparation • Five Level 3 students and one M-level were recruited • Short application form • Informal interview • One-day training focused on small group processes and dealing with difficult situations • Level 1 students invited to sign up for two PAL sessions • Choice of 6 topics • 120 students signed up (many for all 6 topics) • Maximum group size of 12 • 22 sessions were planned (a major exercise) • Materials were written for training and session-facilitation, including small group exercises

6. Running the sessions • Some teaching staff volunteered to run sessions (excess of demand over supply) • Topics were: • SPSS • Statistical significance • Validity • Correlation • Chi-square • Writing a lab report • Always a member of the PAL admin team on stand-by as back-up (never called out)

7. Results – PAL learners 85% of the Level 1 students gave feedback: marks out of 5: 75% very much 60% a lot Suggests that students still felt uncertain about their understanding and would like more sessions

8. Results – PAL facilitators • Feedback from session report forms and wrap-up session (lunch and certificates) • All facilitators felt their experience had been positive and useful • Specific benefits: • Successfully managing situations • Increased confidence • Improved interpersonal, communication and leadership skills

9. Wrap-up session • How to apply the experience to job applications and interviews • Identifying and describing transferable skills acquired from study of research methods in a scientific context • critical thinking • analytical skills • handling information • Drawing on the PAL experience generally

10. Considerations • Low attendance – only 1/3 of sign-ups • Sign-up process didn’t foster commitment • Topics directly related to coursework assessments were better attended (not what they asked for!) • Sessions were better attended before the coursework deadlines • Not enough Level 3 student PAL facilitators • Recruitment approach and application process possible factors here

11. Planned improvements • Integrate PAL sessions into the planning of the module • Scoping for analysis of both the student experience and assessment impact • Potential Employability partnership development at Level 3

12. Conclusions • A worthwhile intervention • Administration and delivery processes should not be underestimated • Integrated / tailor recruitment needed • To maximise success PALS clearly needs to be a mutual development experience