Study: Students inspired by peers more than teachers
Date: March 21, 2017
Source: Michigan State
University
Journal Published
| International
Journal of Educational Research Vol 82, 2017, Pg 184–199
Summary: 'Why do I have to
learn this?' It's a common question among youth, but new research suggests
students perform much better academically when the answer is provided by their
peers rather than their teachers.
Highlights
First study to examine the effects of who provides a utility value rationale.
· First study to examine utility value
rationale in applied, online setting.
· In the short term, peer and instructor
rationales both enhanced interest and value.
· But at semester’s end, only peer rationales
enhanced academic achievement.
Neither rationale enhanced long-term change
in interest or value.
Abstract
Providing students with a rationale, or
explanation of why learning content may be useful, can enhance motivation, but
it remains unclear whether the source of the rationale moderates the effect.
Accordingly, this study used a randomized experimental-control design to
compare the effects of instructor and peer rationales on 59 undergraduates’
motivation and achievement in an online course. Both peer and instructor
rationales positively influenced students’ interest in and perceived utility
value of upcoming course content in the short term, but only peer rationales
increased students’ applied knowledge and final grades at the end of the
semester. Unexpectedly, peer rationales also decreased students’ relatedness to
instructors. Qualitative results suggest that peer rationales may influence
achievement by way of identification processes, while instructor rationales
focus students’ attention on content.
Press Release (http://www.universityherald.com)
New research found
that the endorsement of learning materials by a student's peers is more
motivating than inspiration offered by a teacher. The researchers from Michigan
State University found that college students were more to write better essays
and earn a higer class grade when peers explained the importance of the
learning material.
The study was published in the journal International
Journal of Educational Research on Tuesday. The study was conducted
in an online college course and is the first to investigate the effects of peer
and instructor rationales on student outcomes over an entire semester, let
alone in an online setting.
Instructors and teachers are essential to
education but the research showed that peers are better able to tap into and
translate the subject matter.
Cary Roseth, associate professor of
educational psychology at Michigan State said that it gives the material
meaning when students hear how their peers relate to the course material. It
gives a sens of purpose that goes beyond memorization and when students hear a
peer's story they can see what they want to be in the future.
Students in an introductory psychology course
were included in the study. Some of the students received material rationale
from peers while others received rationale from instructors. Both
justifications were scripted and other students did not receive material
inspiration.
Those show had peer inspiration earned a 92
percent in the course and those who had material rationale from teachers scored
an 86 percent. Those who did not receive any rationale earned a 90 percent
grade according to UPI.
Researchers found that receiving instructor rationale
led to lower final grades compared to the peer rationale and no ratinale
conditions. It's possible that the fact that instructors control grades and
tell the students what do to, may be working against their efforts to increase
their students' appreciation of why the class is important.
Regards
Pralhad
Jadhav
Senior
Manager @ Knowledge Repository
Khaitan & Co
Upcoming Event | MANLIBNET 17th Annual
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