Annotated Bibliography Of Peer Assisted Study Sessions, And Student Performance

It is a real challenge for researchers in this area, who know how higher education works inside and out, to put themselves in the shoes of students who, not unreasonably given their environment, appear astoundingly clueless at times. This lack of information is important when thinking about dropout rates and about time-to-degree. Paying for the Party provides a good reminder of how it feels not to understand the institution very

Finally, learning is the most important factor that contributes to student retention with students who stay being the students that learn (Tinto, 1999). Active involvement in the student experience seems to be key to student retention. Undergraduates that stay on task and are active in learning activities are more likely to return (Tinto, 1999). Sadly, majority of first-year students experience their first year of education as an isolated experience with students taking courses as detached units (Tinto, 1999). Although study programs are designed specifically for each major, social and academic unity is lacking (Tinto, 1999).

The biggest issue faced in the educational field in the United States is the students’ dropouts in the College studies (Fike & Fike, 2008). Parents, policy makers and educators should take a bigger stance at reducing the student dropouts, where very little or nothing is expected from the students. So, studies have been formulated to measure student progress and effectiveness of learning (Kim, Newton, Downey, & Benton, 2010). Mhuva (2011) found that supportive staffs, focusing on students’ individual and academic needs, and positive modeling, enhance student retention. The learning processes must be alive from the first day of class and must be taught by caring faculty.

The campus resource I decided to participate in, is a Chemistry 1020 Peer Assisted Study Session (PASS). These sessions are created for courses that students struggle in such as Chemistry, Anatomy, Biology, and Finance. PASS sessions are a great way to stay on top of your courses throughout the semester. It provides students with the chance to ask questions from the lecture as well as get extra practice with difficult concepts. The most recent PASS session that I attended gave me the opportunity to test my knowledge on Thermochemistry, Equilibrium, Phase Changes and Kinetics in the form of a mock midterm. Our PASS leader created the mock midterm not only to test our knowledge on chemistry but to also teach us about time management on an exam.

My reaction to the peer assessments could be described simply as acceptive. Peer assessments is where greens, such as myself, will just take the new information in without putting feelings into it. What I was told was my strengths and weaknesses were not a surprise to me though. I fully understand that I lack participation and I’m not much of an outgoing person, I’ve always be that way in a classroom environment. I’ll sit back and absorb the knowledge of others when I’m sure that my own knowledge on the subject is not greater than others. With that in mind I really didn’t learn anything about myself from my peers. While it is nothing new it is good to be reminded of what my flaws are so I can work in accordance with my own personality to become

Schools should put in place more networks of peer groups or peer teams and make it mandatory to all students to get involved. This can make it very easy for them to cope with college hard demand schedule and homework. In some ways, discussion groups and interactions of learning teams will help the student to take interest in academic progress. Also, competitions among the peer groups will give a student chance to fit into academic demand. This can make the academic stress become fun. It is interesting to know that success in beating other groups will make up for lack of concentrations and encouragement. Of course, no student can succeed without academic participation and commitment. In a book by Tim R. Westerberg, he stated 6 strategies for moving schools from good to great “1. Developing clear instructional Goals. 2. Developing a Common vision of effective instructions. 3. Using frequent Formative Assessment. 4. Tracking of student Progress. 5. Providing Timely Intervention for Struggling Student. 6 Celebrating Student Success” (Westerberg 4). This is where peer groups and professors will have to play a major role that will help bring the student`s mind alive and love for academic

The first year of college is the most important year because majority of the basic knowledge and cognitive skills are developed during this year (Zhou, Y., Ou, C., Zhao, Z., Wan, C., Guo, C., Li, L., & Chen, P. 2014, June 07). The theory of student involvement

Students’ beliefs about their academic capabilities play an essential role in their motivation to achieve, and their belief in their efficacy to exert control over their own learning and to master academic activities are determinants of their level of motivation and academic accomplishments (Zimmerman, 2000; Bandura, 1993). Students with a weak self-efficacy belief are less willing to learn, have difficulty focusing on instructional tasks and have little desire to overcome tasks that present difficulties. Students with high self-efficacy beliefs are more likely to participate readily, work harder, demonstrate resilience in the face of adversity and achieve at a higher level (Margolis et al., 2004).

When it comes to the future studies some research that are research would indicate longitudinal study on the effectiveness of positive reinforcement is interconnected to self –efficacy in students. I believe that the student’s age and gender can also be another factor that is conducted as its own research that can be investigated. I hope there will be a continuation of positive reinforcement with students to be assistance and help teach them the applicable skills that are needed to be engaging in their academically studies and impacting society.

After experiencing being a peer tutor my senior year, I think you should become one too. My peer tutoring class was Algebra 2. A class I did fairly well in. I've learned lot of new things during this experience. I've learned that everybody learns differently, multiple people struggle with the same thing whether it be procrastination, time management, or even listening. I've also learned how to apply these things to my studies as well. I learned from their mistakes. I struggled with procrastination as well as listening in my own studies. So while I was helping them, I was also helping myself. I also learned how to help students who learned in two completely different ways. One was a visual learner while the other was one

The grade 8 class I was peer tutoring in art were highly welcoming. They treated me no different from the teacher and they were really easy to talk to. When I first went into the class only a few people would let me help them, but over time I got really close to them.They started trusing that I knew what I was doing. Some of the positive aspects of my class are that they

Mattern and Shaw use previous studies on goal setting, and college bound attitude to help develop their study. Their focus was on “extending the findings by Robbins et al (2004)” (Mattern & Shaw, 2010, p. 667) and providing a standard deviation of means to provide an understanding of the correlation between positive self-confidence and college success. Mattern and Shaw provided information from previous studies that provided multiple correlations of .44

“In order for my students to be strong questioners themselves, they have to be a good listeners. We practice listening with peer tutoring. Students will talk with a peer ,and ask questions based on what their partner said Iask students to stand up when they are responding to a question.This action leads the other students to look at the student speaking and helps their voice carry across the class.I might ask a student to repeat what another student said to improving our listening skills. Students always begin with the sentence stem, ‘I heard Hannah say……” Tressy

The transition from high school to college is overwhelming; priorities change, so as keeping a balanced time between work and studies, as well as time to have fun and enjoy. These disadvantages consist of factors that affects the performance a typical working student such as working hours, expenses and finding a relatable career that will suit in the desired degree program. However, these factors only covers a small part of the problem that most students are facing. It is also important to look at the internal self that can definitely affect the academic standing of undergraduate students, such as self-efficacy and peer influence, this aspects are important as it determines one’s strength and

I encourage you to become a peer tutor student. Tutoring is helping a student help him/herself to the point that they have become independent You'll learn so much about other students and it will help you mature. Not only will becoming a peer tutor help you grow as a student yourself but it is an easy way to boost your GPA and will look pretty impressive on a resume. Many students have learning disabilities that prevent them from learning at higher paces as other students but with the right practice they can become as independent as others. In your peer tutoring class room that is assigned to you will do more than just tutor the students. Some days the assigned teacher will send you out to print documents, make copies, and sometimes