The psychoeducational analysis of Peer-Assisted learning in achieving effective educational outcomes

Abstract

Background: Peer-assisted learning (PAL) is gaining popularity as a teaching strategy where students serve as peer teachers, helping others learn while enhancing their own understanding through teaching. PAL fosters cognitive and psychomotor growth but also enhances knowledge and skills, leading to better exam performance. The aim of this study is to conduct a psychoeducational analysis of Peer-Assisted Learning (PAL) and evaluate its effectiveness in achieving desired educational outcomes.

Methodology:  An 8-week prospective quantitative study was conducted on 45 undergraduate students learning Pathology at a Dental college in Islamabad, following ethical approval. The students were divided into 5 groups of 8, each led by a tutor who conducted PAL sessions based on provided learning objectives and instructions. A pretest and posttest were used to evaluate the effectiveness of PAL. Tutees’ perceptions were gathered through structured questionnaires on a 5-point Likert scale. Quantitative data were analyzed using SPSS 22.

Result: Learners, including both tutors and tutees, reported high satisfaction with PAL. About 62.5% of students felt that it provided a safe learning environment, while 82.5% agreed that peer learning helped clarify the subject matter. Additionally, 82.5% of students mentioned that the sessions motivated them to actively participate (1.92 ± 0.730). A comparison of pre- and post-intervention test scores showed a significant improvement, with the mean score rising from 22.1 ± 6.9 to 68.5 ± 11.7, a statistically significant difference (p < 0.001).

Conclusion: Students found Peer-Assisted Learning valuable, recognizing its role in enhancing communication and leadership skills. The relaxed environment facilitated the achievement of learning objectives effectively, leading to noticeable improvements in their scores.