Peer Assisted Study Sessions (PASS): Enhancing transitional experiences of first year psychology students
DOI:
https://doi.org/10.56433/817tvb71Keywords:
peer learning, psychology students, pedagogy, transitional experiences, peer-assisted study sessionsAbstract
Peer-Assisted Study Sessions (PASS) is an established pedagogical scheme which facilitates group learning by using the experiences of higher year students to support the learning of lower year peers. It has been implemented on a global scale in tertiary education settings and is based on the pedagogical framework of Supplemental Instruction (SI-PASS; Martin & Arendale, 1992). This case study focuses on the implementation of PASS into the first year BSc Psychology Degree Programme at Queen’s University, Belfast. The main objective of this study was to evaluate first year psychology student perceptions of the PASS scheme across three domains of interpersonal skills, academic skills, and social adjustment. A mixed methods approach was taken which merged quantitative survey data measuring these three domains and qualitative data which captured the student voice of PASS students and PASS leaders. Results demonstrated participation in PASS enhanced students’ understanding of the subject matter, student confidence, and positively impacted class attendance and overall engagement. A thematic analysis of student survey comments produced themes of improved peer connection and social integration, skill development, and academic reassurance amongst first year students. The pedagogical significance of these results lends support to the enduring value of peer support in large first year student cohorts and provides a model of good practice and recommendations on how to enhance first year student experiences by embedding PASS into an undergraduate curriculum.
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