Including everyone: A peer learning program that works for under-represented minorities?
AbstractPeer learning has long been recognised as an effective way to induct first-year students into the academic skills required to succeed at university. One recognised successful model that has been extensively researched is the Supplemental Instruction (SI) model; it has operated in the US since the mid-1970s. This model is commonly known in Australasia as the Peer Assisted Study Sessions (PASS) program. Although there is a considerable amount of research into SI and PASS, very little has been published about the impact of peer learning on different student groups, for example indigenous and other ethnic groups. This article reports on the results from one New Zealand university of the effectiveness of PASS for Māori and Pasifika students. The questions this article seeks to address are whether attendance of the PASS program results in better final marks for these two groups of students, and whether the number of sessions attended has an impact on the final marks.
Apr 19, 2013
How to Cite
VAN DER MEER, Jacques; SCOTT, Stephen. Including everyone: A peer learning program that works for under-represented minorities?. The International Journal of the First Year in Higher Education, [S.l.], v. 4, n. 1, p. 85-94, apr. 2013. ISSN 1838-2959. Available at: <http://fyhejournal.com/article/view/147>. Date accessed: 16 aug. 2018. doi: https://doi.org/10.5204/intjfyhe.v4i1.147.
first-year; peer-learning; PASS; Minorities; academic support
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