ISSN: 2226-6348
Open access
Peer learning is a student-based learning process, where students help other students in their learning process. This self-study study is important to help students improve their understanding, especially in the context of STEM (Science, Technology, Engineering and Mathematics). Unfortunately, studies related to the implications of peer learning trends are not discussed much, especially in the context of STEM despite having many advantages. Thus, this study aims to analyze the trend of peer learning implications that are most often used through the highlights of previous studies and further develop a conceptual framework in the STEM teaching and learning process. Two databases namely SCOPUS and WOS were used in the screening of articles using Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) which includes selection criteria, search strategy, data collection, selection process and data analysis for the articles obtained. This study uses systematic literature highlights (SLR) in producing a trend analysis of the implications of peer learning among students. SLR survey through the analysis of publication year trends, study country trends and related variable trends through the main phase which is planning, analyzing and reporting are phases in the SLR method. Findings show that the number of studies is increasing starting in 2018 until 2022. This shows that peer learning among students is increasingly considered important to be used as a variable in a study. The trend of country analysis shows that Finland is the country that conducts the most research on the implications of peer learning followed by Turkey and France. A total of 30 articles were identified in this 5-year period through the set criteria. The findings of the study show that the most dominant implication trend in peer learning is increased student involvement followed by improved communication skills and accelerated learning. The conceptual framework formed involves three main elements in this trend of implications, namely increasing student engagement, improving communication skills and accelerating learning. The idea behind this study is to improve the quality of teaching and learning in schools so that it can have a more positive effect in the effort to produce excellent students. Therefore, further research developed in the future is very necessary to examine whether the other two implication trends, namely building networks and gaining new perspectives can be included in the conceptual framework developed. Apart from that, further research can also be carried out to expand the concept of peer learning to other institutional contexts other than just focusing on schools and a review can be done on the definition of peer learning.
Abas, A. Z., Norizan, M. N., Abidin, Z. Z., Abdul Rahman, A. F. N., Rahmalan, H., Tharbe, A. I. H., & Sobri, A. S. (2022). Modeling Physical Interaction and Understanding Peer Group Learning Dynamics: Graph Analytics Approach Perspective. Mathematics, 10(9), 1430.
Ansuategui, A. F. J., Miravet, M. L., Lorenzo, G., & Maroto, A. (2018). Peer tutoring and academic achievement in mathematics: A meta-analysis. EURASIA Journal of Mathematics, Science and Technology Education, 2018 Volume 14 Issue 1, pp. 337-354
Alegre, F., Moliner, L., Maroto, A., & Lorenzo-Valentin, G. (2019). Peer tutoring in algebra: A study in Middle school. The Journal of Educational Research, 112(6), 693-699.
Alemu, M. (2020). Improving secondary school students physics achievement using reciprocal peer tutoring: A multi-level quasi-experimental study. EURASIA Journal of Mathematics, Science and Technology Education, 16(4), em1832.
Arco-Tirado, J. L., Fernandez-Martin, F. D., & Hervas-Torres, M. (2020). Evidence-based peer-tutoring program to improve students’ performance at the university. Studies in Higher Education, 45(11), 2190-2202.
Barnard, S., Mallaband, B., & Leder Mackley, K. (2019). Enhancing skills of academic researchers:The development of a participatory threefold peer learning model. Innovations in Education and Teaching International, 56(2), 173-183.
Bell, L., & Lygo-Baker, S. (2019). Student-centred learning: a small-scale study of a peer-learning experience in undergraduate translation classes. The Language Learning Journal, 47(3), 299-312.
Ben-Dor, N., & Heyd-Metzuyanim, E. (2021). Standing on each other’s shoulders: A case of coalescence between geometric discourses in peer interaction. The Journal of Mathematical Behavior, 64, 100900.
Chiu, T. K., & Hew, T. K. (2018). Factors influencing peer learning and performance in MOOC asynchronous online discussion forum. Australasian Journal of Educational Technology, 34(4).
Correge, J. B., & Michinov, N. (2021). Group Size and Peer Learning: Peer Discussions in Different Group Size Influence Learning in a Biology Exercise Performed on a Tablet with Stylus. In Frontiers in Education (Vol. 6, p. 733663).
El-Senousy, H. (2020). How peer assessment could be interactive and effective. South African Journal of Education, 40(2), 1-14.
Febra, N. F., Zulkefly, N. R., Sofian, M. I., & Hasif, M. H. (2022). STEM Achievement in the Middle Smart and Talented Pupils Through Peer Interaction and Learning Strategies. E-Proceeding Insan Junior Researchers International Conference 2021(iJURECON 2021).
https://oarep.usim.edu.my/jspui/handle/123456789/15676
Gripay, B., André, T., De Laval, M., Peneau, B., Secourgeon, A., Lerolle, N., & Biere, L. (2022). Benefits of semiology taught using near-peer tutoring are sustainable. BMC medical education, 22(1), 1-7.
Hossain, M. A., & Sormunen, E. (2019). Does informal peer learning stimulate acquisition and development of ICT skills?. Education for Information, 35(2), 129-148.
Howard, S. L. (2019). In-Training advising sessions for new peer advisors: Impacts and benefits. Studies in Self-Access Learning Journal, 10(2), 156-164.
Kamal, N. M. M., Hussin, Z., & Sulaiman, A. M. (2022). Heutagogic Approach: Student Perception Towards Peer Assessment. International Journal of Education and Pedagogy, 4(1), 114-129.
Lairamore, C., Reed, C. C., Damon, Z., Rowe, V., Baker, J., Griffith, K., & VanHoose, L. (2019). A peer-led interprofessional simulation experience improves perceptions of teamwork. Clinical Simulation in Nursing, 34, 22-29.
Liu, S. H. (2020). Dialogue-based peer learning of educational topics in a university classroom. Learning and Teaching, 13(2), 41-61.
Matinde, E. (2019). Students’ perceptions on reciprocal peer tutorial assessment in an undergraduate course in process metallurgy. Education Sciences, 9(1), 27.
Mumen, N. A., & Khairuddin, K. F. (2022). The Importance of Peer Support Systems Against Social Aspects of Special Education Pupils Learning in Inclusive Classes. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(6), e001583.
Nshimiyimana, A., & Cartledge, P. T. (2020). Peer-teaching at the University of Rwanda-a qualitative study based on self-determination theory. BMC medical education, 20(1), 1-12.
Oikarinen, R. M., Oikarinen, J. K., Havu-Nuutinen, S., & Pöntinen, S. (2022). Students’ collaboration in technology-enhanced reciprocal peer tutoring as an approach towards learning mathematics. Education and Information Technologies, 1-30.
Olulowo, T. G., Ige, O. A., & Ugwoke, E. O. (2020). Using peer tutoring to improve students’ academic achievement in financial accounting concepts. Education Research International 2020 (12), 1-10.
Pouezevara, S., Sentosa, F., & Asrianti, T. (2018). Using Activity Theory to Understand Teacher Peer Learning in Indonesia. Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia, 205-248.
Rahman, N. A. A., Razak, F. A., & Dzul-Kifli, S. C. (2020). The effect of peer tutoring on the process of learning mathematical proofs. Advances in Mathematics: Scientific Journal, 9, 7375-7384.
Raisanen, M., Postareff, L., Mattsson, M., & Lindblom-Ylänne, S. (2020). Study-related exhaustion:First-year students’ use of self-regulation of learning and peer learning and perceived value of peer support. Active Learning in Higher Education, 21(3), 173-188.
Sanchez-Aguilar, J. (2021). Tutors’ and Tutees’ Behaviors, Attitudes, and Perspectives Regarding EFL Peer Tutoring in Higher Education in Mexico. Profile Issues in TeachersProfessional Development, 23(2), 167-182.
Snow, S., Wilde, A., Denny, P., & Schraefel, M. C. (2019). A discursive question: Supporting student?authored multiple choice questions through peer?learning software in non?STEMM disciplines. British Journal of Educational Technology, 50(4), 1815-1830.
Spangenberg, E. D., & Roberts, A. K. (2020). Peer tutors’ views on their role in motivating learners to learn mathematics. Pythagoras, 41(1), 1-13.
Tenhovirta, S., Korhonen, T., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2021). Cross-age peer tutoring in a technology-enhanced STEAM project at a lower secondary school. International Journal of Technology and Design Education, 1-23.
Thurlings, M., & den Brok, P. (2018). Student teachers’ and in-service teachers’ peer learning: a realist synthesis. Educational Research and Evaluation, 24(1-2), 13-50.
Thurston, A., Cockerill, M., & Chiang, T. H. (2021). Assessing the differential effects of peer tutoring for tutors and tutees. Education Sciences, 11(3), 97.
Yaman, B. B. (2019). A multiple case study: What happens in peer tutoring of calculus studies? International Journal of Education in Mathematics, Science and Technology (IJEMST), 7(1), 53-72.
In-Text Citation: (Bahari & Matore, 2023)
To Cite this Article: Bahari, S. I. N. binti S. A., & Matore, M. E. @ E. M. (2023). Implications Trends of Peer Learning in the STEM Teaching and Learning Process: A Systematic Literature Review (SLR). International Journal of Academic Research in Progressive Education and Development, 12(1), 517–533.
Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode