scholarly journals Can Peer Assessment Impact Self-efficacy During Small-Group Learning?

PRiMER ◽  
2022 ◽  
Vol 6 ◽  
Author(s):  
Lauren J. Germain ◽  
Hsin H. Li ◽  
Amen Wiqas ◽  
Lauren Zahn ◽  
Telisa M. Stewart ◽  
...  
Keyword(s):  
Learning Environment ◽  
Small Group ◽  
Self Efficacy ◽  
Peer Assessment ◽  
Group Discussion ◽  
Group Learning ◽  
Small Group Learning ◽  
Paired Sample ◽  
Institutional Review ◽  
The Difference

Introduction: While studies report positive correlations between students’ perceptions of the learning environment and their reported self-efficacy, the role of peer assessment is poorly understood in this context. This study examines the process and impact of peer assessment on self-efficacy and perceptions of the learning environment during a small-group discussion-based course required of first-year medical students. Methods: After spending time in small-group learning, students completed three peer assessments and reviewed three assessments of themselves. Analysis of the peer assessments included thematic coding of comments and word counts. Prior to and following the assessment period, students completed a survey including the Generalized Self-efficacy (GSE) Scale, and six locally-developed questions regarding the learning environment and perceptions of peer assessment. We performed paired-sample t tests to determine whether there were differences between the pre- and post-peer assessment surveys. The SUNY Upstate Institutional Review Board reviewed the study and determined it to be exempt. Results: Peer assessment narratives referred most commonly to students’ participation style and the need for greater participation. Word counts ranged widely. A paired sample t test indicated that the difference between pre and post peer assessment GSE scores was significant (P=.009), but the effect size was small (d=0.32). Perceptions of the learning environment did not change after the peer assessments. Conclusion: Peer assessment offers a potential strategy for enhancing self-efficacy in medical school small-group learning environments and requires few resources to implement, relative to the potential benefits.

A Practical Design Exercise for First-Year Students

1995 ◽  
Vol 23 (3) ◽  
pp. 195-202 ◽  
Author(s):  
M. Hill ◽  
I. P. Bryant
Keyword(s):  
Small Group ◽  
Engineering Students ◽  
Group Discussion ◽  
Group Learning ◽  
Small Group Discussion ◽  
First Year ◽  
Small Group Learning ◽  
First Year Students ◽  
Design Considerations ◽  
Practical Design

This paper presents a rationale for a way of introducing first-year mechanical engineering students to engineering design. Emphasis is placed on practical design considerations and small group discussion during laboratory exercises, providing an experience of the process of making engineering judgements. Knowledge of component terminology and operating principles is tested. The exercise supports the findings of educational researchers on the effectiveness of small group learning in relation to practical and diagnostic tasks.

scholarly journals Upper Primary Students' Perceptions of Small Group Learning in Learning Vietnamese Language

2021 ◽  
Author(s):  
◽  
Luong Hai Nhu Nguyen
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Primary Schools ◽  
Cultural Context ◽  
Group Learning ◽  
Primary Students ◽  
Small Group Learning ◽  
Two Phase ◽  
Group Assessment ◽  
Group Skills

<p>The purpose of this study was to investigate the perceptions of upper-year students in Vietnamese primary schools about learning in small groups when studying Vietnamese language in comparison to traditional methods. Students’ perceptions of small group learning were explored through examination of five main factors: benefits, difficulties, group types, individual accountability, and group assessment.  An interpretive approach was used to explore the topic, from which data were collected in a two-phase multi-case study using both quantitative and qualitative methods. Four classes of three primary schools in Ho Chi Minh City, having different applications of small groups in learning, were selected for observation and survey by questionnaire. Twenty four students from the first phase of the study varying in gender and learning achievement were chosen for face-to-face interviews to examine more in-depth their perceptions about small group learning. To improve the trustworthiness of the research, teachers from these classes and principles of the schools were interviewed to obtain a more accurate overview of the research.  The study found that overall, Vietnamese upper-primary students preferred to learning in small groups to the traditional whole-class model despite the differences in implementing small group learning in each school. The results showed a positive concurrence with existing literature on the main findings, such as the three main benefits to students’ outcomes (e.g. academic achievement, social skills, and attitudes); and some inevitable difficulties when using this method for learning (e.g. time management, isolation and lack of group skills). The students’ choices of group types also reflected the current international students’ perceptions (e.g. preference for heterogeneous ability but homogeneous gender group).  The research also presented some interesting points unique to the Vietnamese context which might enrich the current literature of students’ perceptions of small group learning. They were the preference for large group sizes, the two-aspects of leadership, the preference for whole-group assessment, and the suitability of this method for learning Vietnamese language rather than other subjects. The research also showed the underlying influences of the desire for better achievement, the consideration for others’ feelings and the collective cultural context on Vietnamese upper primary students’ views of small group learning in learning Vietnamese language. The relationships between students’ gender and achievement to their perceptions of small group learning were also mentioned and described though these were not strong enough to generalise. A theoretical framework was proposed to illustrate the research findings. These findings suggest that small group learning should be implemented more frequently in Vietnamese primary schools and the study recommends that there be further training in group skills for students.</p>

Sign in / Sign up

Export Citation Format

Share Document