Students’ Perception Regarding Peer Assisted Learning (PAL) at WSU-Butterworth Campus: A case for Faculty of Engineering. by Ms. M. Dlamini PAL Coordinator

Overview INTRODUCTION AND BACKGROUND FOCUS OF THE STUDY IMPORTANCE OF THE STUDY RESEARCH METHODOLOGY FINDINGS CHALLENGES CONCLUSION AND RECOMMENDATIONS

Introduction and Background Since its adoption in the British Higher Education system in the early 1990s, Peer Assisted Learning (PAL) has developed and been implemented in many UK institutions, evolving into a considered and evaluated method of “student-to-student support” (Capstick, 2004, p.1) 2/23/2019

Introduction and Background At University of Menosa, Peer Assisted Learning (PAL) program began during fall 2006 for students enrolled in historically difficult college courses. PAL supports students to meet or exceed academic expectations set by instructors. PAL does not focus on high-risk students, but with difficult lower-division undergraduate courses. (Arendale, 2010). 2/23/2019

Introduction and Background At WSU, Peer Assisted Learning (PAL) started in 2010. It is a Centre for Learning and Teaching Development (CLTD) initiative that encourages cross year support between students registered for the same course. PAL is underpinned by Vygotsky’s theory of Social constructivism. The theory states that social interaction with other students facilitates more learning (Smith, May & Burke, 2010).

Introduction and Background It is a peer to peer support scheme for personal and academic development which seeks to promote a culture of learning through active participation. PAL programme is offered to high risk courses (below 60% pass average). According to Black and Mackenzie (2009), PAL Programme operates on Vertical and Horizontal peer support.

Introduction and Background Vertical support is characterised by senior students facilitation of learning in the classroom. Horizontal support is where junior students are encouraged to collaborate in unpacking difficult concepts (Black and Mackenzie, 2009). Therefore, part of PAL objective is to integrate horizontal collaborative learning between peers that promotes critical thinking for better adaptability and cohesion among students. Family and community factors such as poverty, parental unemployment and/or low educational attainment, homelessness, family breakdown/relationship issues and domestic violence. Personal factors such as physical or mental health issues, disability, behavioral issues, substance misuse, pregnancy or parenting, caring responsibilities and learning difficulties. School-related factors such as decline in grades, absenteeism, course performance, disruptive behavior, negative relationships with teachers or peers, unsupportive school culture, limited subject options and lack of student participation in decision making. 2/23/2019

FACUTLTY OF ENGINEERING AND TECHNOLOGY FOCUS OF THE STUDY FACUTLTY OF ENGINEERING AND TECHNOLOGY b DEPARTMENT Number of students (2016) Number of students (2017) FASHION DEPARTMENT INFORMATION TECHNOLOGY 69 68 70 ELECTRICAL 65 MECHANICAL 67 CIVIL 60 BUILDING

Importance of the study To assist PAL coordinators in programme reviewing for the faculty of Engineering To improve pass rate on high risk courses for faculty of engineering Exceed in academical expectations Assist lecturers in maintaining high pass rate in course content.

This was a quantitative study Research Methodology This was a quantitative study Vygotsky's Social Development Theory was found relevant and was introduced in higher institutions to supplement mainstream teaching as a student support programme. Vygotsky (1978) described the Zone of Proximal Development (ZPD) as the range of tasks that a child can perform with the help and guidance of others but cannot yet perform independently 2/23/2019

Research Methodology All 6 departments from the faculty of Engineering participated in the study. There were 409 students completed the questionnaire 2/23/2019

Findings

Prepared by Z.G.Baleni TDC: RPL & Assessor 2/23/2019 Prepared by Z.G.Baleni TDC: RPL & Assessor

Prepared by Z.G.Baleni TDC: RPL & Assessor 2/23/2019 Prepared by Z.G.Baleni TDC: RPL & Assessor

Prepared by Z.G.Baleni TDC: RPL & Assessor 2/23/2019 Prepared by Z.G.Baleni TDC: RPL & Assessor

Prepared by Z.G.Baleni TDC: RPL & Assessor Challenges Student protests Not enough time allocated to finish the module PAL sessions scheduled at the same time 2/23/2019 Prepared by Z.G.Baleni TDC: RPL & Assessor

Conclusion and Recommendations These academic intervention programs are very critical as they respond to the academic and personal needs of the students hence they must fully implemented and improved. Therefore continuous monitoring is of utmost importance to keep the academic performance of the student in good manner. 2/23/2019 Prepared by Z.G.Baleni TDC: RPL & Assessor

Conclusion and Recommendations PAL Leaders should attend lectures during lecturing Sufficient time allocation for PAL sessions Include PAL sessions on academic time table Would like to have PAL sessions on 2nd and 3rd year. 2/23/2019 Prepared by Z.G.Baleni TDC: RPL & Assessor

THANK YOU!! mpdlamini@wsu.ac.za