A Peer-Assisted Learning Program and Its Effect on Student Skill Demonstration

Autor/inn/en	Carr, W. David; Volberding, Jennifer; Vardiman, Phillip
Titel	A Peer-Assisted Learning Program and Its Effect on Student Skill Demonstration
Quelle	In: Athletic Training Education Journal, 6 (2011) 3, S.129-135 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
Schlagwörter	Control Groups; Undergraduate Students; Research Design; Athletics; Pretests Posttests; Program Effectiveness; Interaction; Tutors; Psychomotor Skills; Peer Teaching; Higher Education; Statistical Analysis; Peer Relationship; Scores + Suchen Sie Ihr Suchwort? Forschungsdesign; Leichtathletik; Interaktion; Förderlehrer; Lehrender; Tutor; Psychomotorische Aktivität; Peer group teaching; Peer Group Teaching; Hochschulbildung; Hochschulsystem; Hochschulwesen; Statistische Analyse; Peer-Beziehungen
Abstract	Objective: To explore the effect of an intentional Peer-Assisted Learning (PAL) program on peer-tutors and peer-tutees for performance on specific psychomotor skills. Design and Setting: Randomized, pretest-posttest experimental design. Participants: Undergraduate students (N = 69, 42 females and 27 males, all participants were 18 to 22 years old, 19.5[plus or minus]1.2) enrolled in the professional phase of an accredited Athletic Training Education Program. Measurements: Pretest and posttest performance for the peer-tutors and post-peer interaction for the peer-tutees on identified therapeutic modality and orthopedic assessment psychomotor skill sets. Peer-tutors were randomly assigned to one of four groups; PAL only (PAL), PAL and the focused review session (PAL+), focused review session only (REV), and a control group (CON). Peer-tutees were randomly assigned to interact with the peer-tutors from the PAL and PAL+ or no interaction as a control group. Pretest-posttest percentage correct average changes for the peer tutors were analyzed with an ANOVA. Results: The pretest-posttest skill scores were found to be significantly different for the peer-tutors (F[subscript 3,102] = 4.703; P = 0.004). Post-hoc means comparison revealed significant differences between the peer-tutor groups PAL versus CON, PAL+ versus CON, and REV versus CON. Analysis of the peer-tutee means revealed no significant differences (PAL; 0.906 [plus or minus] 0.087, PAL+; 0.918 [plus or minus] 0.077, and Control; 0.881 [plus or minus] 0.061). Conclusion: These data suggest that peer interaction can increase student skill performance scores for the peer-tutors. A visual review of the means indicates a trend of increased skill level for the peer-tutees that received peer-tutoring from the PAL+ peer tutors. No significant difference was found with the REV group. It would appear from the peer-tutor perspective that a focused review session has more of an effect on student learning than peer interaction. (Contains 4 tables and 1 illustration.) (As Provided).
Anmerkungen	National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: http://nataej.org/journal-information.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10