On integrated peer-assisted learning clusters among students in a Nigerian university

Abstract

Peer interaction to assist and learn from each other has been extended online in recent times. This study was conducted to find the pattern of participation in integrated peer-assisted learning and to investigate factors known to affect such participation among students in their peer-assisted learning clusters. The pattern of participation was established through the frequency with which the respondent used their preferred mode of peer interaction. Structural equation modeling was implemented to study the relationship between participation and the factors considered. Social media is the most prevalent among the online means of interaction considered. Conflict, cohesion, and effective leadership in the clusters have more direct effects on the other factors considered. The frequency of participation does not correlate significantly with the other personal and interpersonal factors considered. These findings suggest that the decisions for voluntary participation in peer-assisted learning clusters are possibly driven by other factors such as academic need.