Peer-Based Training as a Strategy to Enhance the Effectiveness of Learning in Elementary Schools

Darnianti Masau, Arismunandar, Wahira, Abdul Hakim

Abstract

This study examines the effectiveness of peer-based training as a strategy to enhance teaching practices and student learning outcomes in elementary education. In response to the growing demand for scalable and effective professional development approaches, the research investigates how peer-based training supports both teacher development and student academic achievement.
A mixed-methods design was employed, integrating quantitative data from pre- and post-assessments of 100 teachers and 500 students with qualitative insights derived from semi-structured interviews. Quantitative analysis was conducted using paired t-tests, while qualitative data were analyzed through thematic analysis to capture teachers’ and students’ experiences.
The findings reveal a statistically significant improvement in student achievement, with an average increase of 15% in academic scores, particularly in mathematics. In addition, students demonstrated enhanced problem-solving skills, with an average improvement of 17.5%. Qualitative results indicate that peer-based training fostered greater teacher confidence, collaboration, and reflective practice, while students reported higher engagement and improved comprehension of complex subject matter.
This study contributes to the literature on peer-based and collaborative learning by providing empirical evidence of its effectiveness across multiple subjects in elementary education. The findings underscore the value of integrating peer-based training into professional development programs, particularly in resource-constrained educational contexts. Furthermore, the results suggest that such approaches can lead to sustainable improvements in instructional quality and student outcomes. Future research should examine the long-term impact of peer-based training and its applicability across diverse educational settings.

 

Keywords: Peer-based training; Elementary education; Professional development; Collaborative learning; Student achievement.

 

DOI https://doi.org/10.55463/issn.1674-2974.53.2.11


Full Text:

PDF


References


Bennett, R., Brown, S., & McMillan, C. (2022). The role of peer learning in teacher professional development: A systematic review. Journal of Education and Teaching, 48(3), 282-299. https://doi.org/10.1080/02607476.2022.2024356

Borg, W. R., & Gall, M. D. (2020). Educational research: An introduction (12th ed.). Pearson Education.

Braun, V., & Clarke, V. (2021). Using thematic analysis in psychology. Routledge. https://doi.org/10.4324/9781315774038

Bryman, A. (2021). Social research methods (5th ed.). Oxford University Press.

Creswell, J. W., & Creswell, J. D. (2020). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage.

Field, A. (2021). Discovering statistics using IBM SPSS statistics (5th ed.). Sage.

Guest, G., Namey, E. E., & McKenna, K. (2020). How many interviews are enough? Sage.

Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391. https://doi.org/10.1080/135406002100000512

Hargreaves, A., & Fullan, M. (2020). The right drivers for whole system change. Educational Leadership, 77(3), 35-41. https://doi.org/10.1598/EA.77.3.4

Johnson, B., & Christensen, L. (2021). Educational research: Quantitative, qualitative, and mixed approaches (7th ed.). Sage.

Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5th ed.). Allyn & Bacon.

Johnson, D. W., Johnson, R. T., & Holubec, E. J. (2021). Cooperation in the classroom: The theory, research, and practice of cooperative learning (12th ed.). Pearson Education.

Kaufman, S., Grover, A., & Patel, R. (2021). The impact of peer-based professional development on teacher practices: Evidence from a large-scale randomized trial. Educational Policy Analysis Archives, 29(104), 1-22. https://doi.org/10.14507/epaa.29.7290

O'Donnell, A. M., & King, A. (2020). Cognitive and instructional processes that promote peer learning. Educational Psychology Review, 32(2), 443-469. https://doi.org/10.1007/s10648-019-09425-5

Reimers, F., & García, J. A. (2023). The role of teacher collaboration in professional development programs: Lessons from a global study. Teaching and Teacher Education, 112, 103631. https://doi.org/10.1016/j.tate.2022.103631

Schneider, J., & Reddy, S. (2023). Peer learning in elementary schools: Bridging theory and practice. International Journal of Educational Research, 112, 101690. https://doi.org/10.1016/j.ijer.2023.101690

Tashakkori, A., & Teddlie, C. (2020). Mixed methods in social & behavioral research (3rd ed.). Sage.

Tavakol, M., & Dennick, R. (2021). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53-55. https://doi.org/10.5116/ijme.4dfb.8dfd

Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631-645. https://doi.org/10.1080/01443410500345172

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91. https://doi.org/10.1016/j.tate.2007.01.004

Zhao, Y., Liu, L., & Xu, L. (2021). Collaborative learning in the 21st century: Peer-based training for improving student engagement and achievement. Journal of Educational Psychology, 113(3), 507-522. https://doi.org/10.1037/edu0000409


Refbacks

  • There are currently no refbacks.