Student perceptions of feedback in reciprocal or nonreciprocal peer tutoring or mentoring

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2023-09-07 DOI:10.1016/j.stueduc.2023.101304

E. Byl , K.J. Topping

{"title":"Student perceptions of feedback in reciprocal or nonreciprocal peer tutoring or mentoring","authors":"E. Byl , K.J. Topping","doi":"10.1016/j.stueduc.2023.101304","DOIUrl":null,"url":null,"abstract":"<div><p>Many studies show cognitive gains from peer feedback. However, no previous study has explored reciprocal and nonreciprocal peer tutoring and mentoring, with associated implications for peer feedback. University students (n = 446) completed an online questionnaire at the end of their first year. Participants numbered 166 (37 %), while comparison non-participants numbered 280. The questionnaire investigated social and academic integration, using elements of three published scales of known reliability and validity. Analysis focused on participants vs. non-participants, with supplementary comparison of effect sizes regarding impact of the different interventions. Results showed nonreciprocal peer tutoring better enhanced students’ academic integration. However, reciprocal peer mentoring better enhanced social integration. Nonreciprocal peer mentoring better enhanced student persistence. Types of feedback between methods were explored. Overall, the type of intervention(s) recommended might be tailored to the presenting needs of each student. Informing students of the likely outcomes of different types of peer assisted learning should assist them to choose optimally effective forms for their own purposes.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"79 ","pages":"Article 101304"},"PeriodicalIF":2.6000,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Educational Evaluation","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0191491X23000706","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Many studies show cognitive gains from peer feedback. However, no previous study has explored reciprocal and nonreciprocal peer tutoring and mentoring, with associated implications for peer feedback. University students (n = 446) completed an online questionnaire at the end of their first year. Participants numbered 166 (37 %), while comparison non-participants numbered 280. The questionnaire investigated social and academic integration, using elements of three published scales of known reliability and validity. Analysis focused on participants vs. non-participants, with supplementary comparison of effect sizes regarding impact of the different interventions. Results showed nonreciprocal peer tutoring better enhanced students’ academic integration. However, reciprocal peer mentoring better enhanced social integration. Nonreciprocal peer mentoring better enhanced student persistence. Types of feedback between methods were explored. Overall, the type of intervention(s) recommended might be tailored to the presenting needs of each student. Informing students of the likely outcomes of different types of peer assisted learning should assist them to choose optimally effective forms for their own purposes.

查看原文本刊更多论文

学生对对等或非对等同伴辅导或辅导中反馈的看法

许多研究表明，同伴的反馈可以提高认知能力。然而，以前没有任何研究探讨过互惠和非互惠的同伴辅导和指导，以及对同伴反馈的相关影响。大学生（n=446）在第一年结束时完成了一份在线问卷。参与者人数为166人（37%），而对照组非参与者人数为280人。该问卷调查了社会和学术融合，使用了三个已公布的已知信度和有效性量表的元素。分析的重点是参和者和非参和者，并补充比较了不同干预措施的影响大小。结果表明，非互认式同伴辅导能更好地促进学生的学业整合。然而，对等的同伴辅导更好地促进了社会融合。非互惠的同伴辅导能更好地增强学生的毅力。探讨了方法之间的反馈类型。总的来说，建议的干预类型可能会根据每个学生的表现需求量身定制。告知学生不同类型的同伴辅助学习的可能结果，应该有助于他们为自己的目的选择最有效的形式。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.