Next Article in Journal
Strong Religion in a Secular Society: The Case of Orthodox Reformed Schools in The Netherlands
Next Article in Special Issue
Investigating Engineering Student Learning Style Trends by Using Multivariate Statistical Analysis
Previous Article in Journal
The MOSAICS Model of Educational Approaches for Teaching the Practice of Software Project Management
Previous Article in Special Issue
Enhancing the Entrepreneurial and Intrapreneurial Attributes of Engineering Graduates: A Review Proposal for Metallurgy and Materials Engineering Undergraduate Curricula at Two African Universities
Article Menu

Export Article

Open AccessArticle
Educ. Sci. 2019, 9(1), 27; https://doi.org/10.3390/educsci9010027

Students’ Perceptions on Reciprocal Peer Tutorial Assessment in an Undergraduate Course in Process Metallurgy

School of Chemical and Metallurgical Engineering, University of Witwatersrand, Johannesburg 2050, South Africa
Received: 10 December 2018 / Revised: 15 January 2019 / Accepted: 22 January 2019 / Published: 28 January 2019
(This article belongs to the Special Issue Current Issues and Trends in Higher Education)
Full-Text   |   PDF [565 KB, uploaded 28 January 2019]   |  

Abstract

Tutorials play a key role in the teaching and learning of engineering sciences. However, the efficacy of tutorials as platforms for providing personal and academic support is continuously being challenged by factors such as declining faculty-to-student ratios and students’ under-preparedness. This study adopted reciprocal peer tutorial assessment as an instructional strategy in a capstone course in Process Metallurgy. The findings from highlighted the delicate balance between the obvious benefits and the unintended consequences of adopting reciprocal peer assessments during tutorials. The obvious benefits of RPTA included opportunities for synergistic peer learning, healthy competition among students, self-directed learning, among others. However, the benefits of RPTA were negated by factors such as low level of trust among peers, anxiety over year marks, time constraints, and discomfort due to perceived incompetency when compared to their peers. Finally, the findings from the present study provided opportunities for iterative design and continuous improvement. View Full-Text
Keywords: Peer-assisted learning; collaborative learning; disciplinary engagement; tutorial assessment Peer-assisted learning; collaborative learning; disciplinary engagement; tutorial assessment
Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
SciFeed

Share & Cite This Article

MDPI and ACS Style

Matinde, E. Students’ Perceptions on Reciprocal Peer Tutorial Assessment in an Undergraduate Course in Process Metallurgy. Educ. Sci. 2019, 9, 27.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top