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