Peer assisted study sessions improve academic achievement. Why don’t more institutions make use of them?

Authors

  • Paul Brack Loughborough University

Keywords:

peer assisted learning, peer assisted study sessions, supplemental instruction, innovatation

Abstract

Participation in Peer Assisted Study Sessions (PASS) or Peer Assisted Learning (PAL) improves academic achievement. The barriers to its implementation across the entire higher education sector are largely the result of easily-correctable misconceptions and surmountable logistical issues. This article briefly describes these barriers and the methods which can be used to overcome them and highlights the important role that PASS/PAL can have in the higher education sector in the UK.

Author Biography

Paul Brack, Loughborough University

Paul Brack is currently a PhD research student in the Department of Chemistry at Loughborough University. He acted as a Student Leader in a PASS/PAL scheme whilst an undergraduate in the same Department and also won the HEA Physical Sciences Award in 2011, for an essay in which he argued in favour of the adoption of PASS/PAL programmes across the sector.

References

Chilvers, L. (2013) ‘Facilitators and Barriers to the Development of PASS at the University of Brighton.’ Journal of Pedagogic Development, 3 (1), 27-29.

Duah, F., Croft, A. and Inglis, M. (2014) ‘Can peer assisted learning be effective in undergraduate mathematics?’ International Journal of Mathematical Education in Science and Technology, 45 (4), 552-565.

Journal of Educational Innovation, Partnership and Change

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Published

05/15/2015

How to Cite

Brack, P. (2015). Peer assisted study sessions improve academic achievement. Why don’t more institutions make use of them?. The Journal of Educational Innovation, Partnership and Change, 1(2). Retrieved from https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/190

Issue

Vol. 1 No. 2 (2015)

Section

Opinion Pieces

License

Copyright is held by the journal. The author has full permission to publish to their institutional repository. Articles are published under an Attribution-NonCommercial-NoDerivatives 4.0 International licence.