Academically Improved Students due to Peer-Teaching and Classroom Engagement

Abstract

Active student engagement in classrooms and peer-teaching are examples of techniques that have been reported to enhance students’ academic performance, peer-communication, and sense of belonging in classrooms. This paper examines college students’ experience with peer-teaching in a first-year chemistry class that used a flipped-classroom method. Students self-selected into groups with 2-5 members each, and the groups signed up on a rotating basis to present and teach their peers different topics throughout the semester. Peer-teaching was conducted under the supervision and in the presence of the course instructors. Students filled out a survey after every class meeting to evaluate the presenting group and the level of understanding of the presented material. Survey results highlight valuable effects of peer teaching; students reported that peer-teaching presentations helped them improve in areas related to their academic performance (26%), academic understanding (23%), self-confidence (23%), STEM interest and persistence (~7%), and most especially their communication skills with their peers in their assigned groups (78%). The results of this study have implications for educators who wish to enhance students’ engagement and academic performance in classrooms.