Perceptions of a Peer-Assisted Learning Programme on Academic Success Among First-Year Education Students at a Rural University
Keywords:
Peer Assisted Learning; Rural University; Student Perceptions; Academic Support; Zone of Proximal Development (ZPD)Abstract
This study examines the perceptions of first-year education students regarding the impact of a Peer-Assisted Learning (PAL) programme on their academic success at a rural university. Drawing on Vygotsky's Zone of Proximal Development (ZPD) theory which posits that learning is optimised with support from a "More knowledgeable Other" (MKO), the research explores PAL as a vital academic support system. The literature highlights PAL's role in student retention and its alignment with student preferences for interactive learning over traditional didactic methods. Utilising a qualitative, interpretivist case study design, data were collected through semi-structured interviews with eight purposively sampled first-year students. Thematic analysis demonstrated that PAL significantly enhances academic understanding and confidence by providing relatable explanations and fostering collaborative learning. However, challenges include inconsistent quality of PAL leaders, resource limitations in rural settings, and unique academic hurdles faced by rural students. The study concludes with recommendations for improving PAL's effectiveness through enhanced leader training, infrastructure development, formalised programme integration, and culturally responsive approaches.
https://doi.org/10.26803/ijlter.25.5.45
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