New research on student-led teaching finds 10 point improvements in student performance grades and 9 point improvements in continuation of study

Peer led teaching is a relatively new area for research. In this in-depth multivariable analytics study, mathematicians and psychologists joined forces to take a deep dive on the data.

In the recently published scientific paper, Peter Allen, Sara de Freitas and colleagues investigated the outcome of a study on the efficacy of Peer Assisted Study Sessions – a form of student-led teaching.

The research was undertaken by a team of researchers from the UK and Australia, and focused upon data gathered from 4,000 students at Curtin University.

The main findings pointed to a 10.4% performance improvement and 9% increased student continuation.

Supplemental instruction is one of the main embedded examples of student-led teaching in universities today, it is used widely in the US, Australia and the UK.

The paper citation can be found here:

Allen, P. J., de Freitas, S., Marriott, R. J., Pereira, R. M., Williams, C., Cunningham, C. J., & Fletcher, D. (2021). Evaluating the effectiveness of supplemental instruction using a multivariable analytic approach. Learning and Instruction75, 101481.

Link to the paper: