Peer learning in terms of social relationships and the need for intervention based on a comparison of 3 studies
Abstract
Main objectives and methods The aim of this thesis is to find out how peer learning profi ts from social relationships and how peer groups contribute to educational attainment. Due to the absence of such studies in the Czech education system, the following foreign studies were used.
The research questions were "Does social inclusion matter for peer learning and what is the significance?", "What are the outcomes of peer learning interventions?" and "How are the above issues addressed in the analysed studies?". The paper first describes the peer study and briefly characterises its relevance to peer learning, while highlighting the social subtext.
Then, the results of a study that examines the social environment that students prioritize to the detriment of academic achievement are analyzed, and it is concluded that some interventions are needed. These interventions are also described and analysed.
Next, a study where peer leaders are selected to deliver instruction in a direct intervention manner is analyzed and the outcome is described. Finally, the results are then summarized.
The methodology of the paper is to analyse 3 different studies to prove or disprove that interventions are socially necessary and the grounded theory method is used. That is, analysing the study and verifying what theory it produces and re-analysing and verifying it on other studies.
Finally, the research questions are answered and the hypothesis is tested. In Study 1 by McCabe of MidWestern University, USA (McCabe), social networks were used to analyze the friendships of 67 students, in Study 2 by Lacey, M., laboratory self-determined peer groups were discussed, and in Study 3, the Teaching Internship (TI) organization was examined for its impact on peer learning, which is paid and peers are specifically trained and "interventions" used in student teams.