Does Peer-Assisted Learning Improve Student Marks in Accounting?

Michael Dobbie, Sadhbh Joyce

Abstract


For the past several years students in accounting at Macquarie University in Sydney have been offered the chance to participate in a peer-assisted learning program. This paper conducts a statistical analysis of the relationship between participation in peer-assisted learning and student performance, as measured by the final mark achieved in the unit offering peer-assisted learning. The paper presents a methodology for conducting the analysis that represents an advance on that found in the extant literature on this topic. Using this superior methodology, the paper finds that participation in peer-assisted learning has a statistically and numerically significant effect on student marks.

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Asian Social Science   ISSN 1911-2017 (Print)   ISSN 1911-2025 (Online)

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