Peer-led learning is associated with higher post-secondary cognitive achievement than non-peer-led learning, with a moderate pooled effect of g = 0.36¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i1small
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i1 Across 28 studies, peer-led learning groups scored on average 0.36 standard deviation units higher in cognitive achievement than non-peer-led groups. → Zha 2019
q3 i? Between-study heterogeneity in the effect was substantial (I2 = 89.7% of variance in observed effects reflecting variance in true effects). → Zha 2019
Evidence¶
Zha 2019¶
Zha, Shenghua; Estes, Michele D.; and Xu, Ling. (2019). A meta-analysis on the effect of duration, task, and training in peer-led learning. Journal of Peer Learning, 12. https://ro.uow.edu.au/ajpl/vol12/iss1/2
q3 · i1 · quant-synthesis · r2
Random-effects multilevel meta-analysis of 28 studies comparing PLL versus non-PLL on cognitive achievement in post-secondary education. The pooled effect size was 0.36 (g = 0.36), described as "a moderate effect"; I2 showed 89.7% of variance in observed effects reflected variance in true effects.
"Results of the unconditional model showed that the average ES across studies was 0.36. In other words, the average cognitive achievement of PLL groups was 0.36 standard deviation units higher than that of non -PLL groups. According to Cohen (1977), this is a moderate effect."
Discussion¶
Related Claims¶
- Task type significantly moderates the effect of peer-led learning: sessions where student leaders facilitate complete problem-based learning tasks yield achievement 0.30 standard deviation units higher than non-PBL sessions — a narrower finding that bears on this claim
- Duration of an average PLL session (50–180 minutes) did not significantly moderate the effect on cognitive achievement; the descriptive 60-versus-120-minute advantage did not generalise across durations — related
- A student-led small-group discussion assessment sustained online participation and produced denser peer interaction than a standard teacher-led discussion board — related
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