Using Peer Learning with A Special Focus on Group Activities to Strengthen the Relationship Between Theory and Practice to Enhance Student Accomplishment
DOI:
https://doi.org/10.46328/ijres.6004Keywords:
Action research, Group activities., Peer learning, Assessment resultsAbstract
This action research project explored the use of peer learning, with a particular focus on group activities, to strengthen the connection between theory and practice and ultimately reduce the fail rate in a nursing module. Prompted by a significantly high failure rate in the previous cohort, the study used Kemmis’ (1988) spiral model of action research: reflect, plan, act, and observe. In the reflection phase, student feedback and entry-level assessments revealed that many lacked the foundational knowledge needed for success and were dissatisfied with the module’s delivery. In response, the teaching strategy was adapted: the class was divided into small groups of eight, each assigned a topic from the course content. Students collaboratively analysed a relevant scenario using Gibbs’ (1988) six-stage reflective model, with each group member contributing to one stage. Observations focused on classroom engagement, student feedback, and final assessment outcomes. The results demonstrated improved student participation and a notable reduction in the failure rate compared to the previous cohort. Additionally, the process enhanced the educator’s teaching practice by encouraging more student-centred and innovative methods. The project highlighted the effectiveness of structured peer learning and reflection in improving both student outcomes and teaching strategies.
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