wow-inequalities/02-data/intermediate/wos_sample/bbb780deca849956a68aec12da63e058-nortcliffe-anne-lou/info.yaml

157 lines
5.2 KiB
YAML
Raw Normal View History

2023-09-28 14:46:10 +00:00
abstract: 'Purpose - Black British minority ethnics (BME) students are nationally
underachieving in comparison to their Ethnic Chinese and White peers,
showing typically a 16 per cent graduate attainment gap in the UK.
Previous research has suggested that the attainment gap could be
explained by BME student disengagement, as the students typically
commute from family home to University, and they work part time.
However, peer-assisted learning (PAL) has been shown to have a positive
impact on addressing and resolving student alienation and disengagement.
However, a question still remains regarding whether student perceptions
hold up to statistical analysis when scrutinised in comparison to
similar cohorts without PAL interventions. The paper aims to discuss
these issues.
Design/methodology/approach - This paper presents the results of a
statistical study for two cohorts of students on engineering courses
with a disproportionately high representation of BME students. The
research method involved a statistical analysis of student records for
the two cohorts to ascertain any effect of correlation between: PAL;
student ethnicity; and student parental employment on student academic
performance and placement attainment.
Findings - The results indicate that PAL has no significant impact on
the academic performance; however, PAL has a positive impact on the
placement/internship attainment for BME students and students from
parental households with parents in non-managerial/professional
employment.
Research limitations/implications - The research limitations are that
the cohorts are small, but more equal diverse mix of different social
categories than any other courses. However, as the cohorts are less than
30 students, comparing social categories the data sets are small to have
absolute confidence in the statistical results of academic performance.
Even the t-test has its limitations as the subjects are human, and there
are multiple personal factors that can impact an individual academic
performance; therefore, the data sets are heterostatic.
Practical implications - The results highlight that there is need for
pedagogy interventions to support: ideally all BME students from all
social categery to secure placements; BME students who are unable to go
on placement to gain supplementary learning that has the same impact on
their personal development and learning as placement/internship
experience; and White students from managerial/professional family
households to engage more in their studies.
Social implications - Not addressing and providing appropriate pedagogy
interventions, in the wider context not addressing/resolving the BME
academic and placement attainment gap, a set of students are being
disadvantaged to their peers through no fault of their own, and
compounding their academic attainment. As academics we have a duty to
provide every opportunity to develop our student attainment, and as
student entry is generally homogeneous, all students should attain it.
Originality/value - Previous research evaluation of PAL programmes has
focused on quantitative students surveys and qualitative semi-structured
research interviews with students on their student engagement and
learning experience. On the other hand, this paper evaluates the
intervention through conducting a quantitative statistical analysis of
the student records to evaluate the impact of PAL on a cohort''s
performance on different social categories (classifications) and
compares the results to a cohort of another group with a similar student
profile, but without PAL intervention implementation.'
affiliation: 'Nortcliffe, AL (Corresponding Author), Canterbury Christ Church Univ,
Sch Human \& Life Sci, Canterbury, Kent, England.
Nortcliffe, Anne Louise, Canterbury Christ Church Univ, Sch Human \& Life Sci, Canterbury,
Kent, England.
Parveen, Sajhda, Sheffield Hallam Univ, Dept Engn \& Math, Sheffield, S Yorkshire,
England.
Pink-Keech, Cathy, Sheffield Hallam Univ, Dept Lib Serv, Sheffield, S Yorkshire,
England.'
author: Nortcliffe, Anne Louise and Parveen, Sajhda and Pink-Keech, Cathy
author-email: anne.nortcliffe@canterbury.ac.uk
author_list:
- family: Nortcliffe
given: Anne Louise
- family: Parveen
given: Sajhda
- family: Pink-Keech
given: Cathy
da: '2023-09-28'
doi: 10.1108/JARHE-04-2017-0047
eissn: 1758-1184
files: []
issn: 2050-7003
journal: JOURNAL OF APPLIED RESEARCH IN HIGHER EDUCATION
keywords: 'BME attainment gap; Peer-assisted learning; Placement attainment; Social
economic background of students'
keywords-plus: HIGHER-EDUCATION; ATTAINMENT; STUDENTS
language: English
month: JAN 27
number: '1'
number-of-cited-references: '37'
pages: 489-506
papis_id: 2e4be188b312c6499ba604c8d94a3f7b
ref: Nortcliffe2022statisticallydoes
times-cited: '1'
title: Statistically, Does peer assisted learning make a difference on a UK engineering
degree programme? HETL Scotland 2017
2023-10-01 08:15:07 +00:00
type: article
2023-09-28 14:46:10 +00:00
unique-id: WOS:000751459100028
usage-count-last-180-days: '2'
usage-count-since-2013: '5'
volume: '14'
web-of-science-categories: Education \& Educational Research
year: '2022'