A meta-analysis on the effect of formal peer learning approaches on course performance in higher education-Reference-Cited by-同舟云学术

A meta-analysis on the effect of formal peer learning approaches on course performance in higher education

Published:2023-05-08 Issue:1 Volume:10 Page:
ISSN:2331-186X
Container-title:Cogent Education
language:en
Short-container-title:Cogent Education

Author:

Bengesai Annah Vimbai¹^ORCID,Amusa Lateef Babatunde²^ORCID,Dhunpath Rubby³^ORCID

Affiliation:

1. Teaching and Learning Unit, College of Law and Management Studies, University of KwaZulu-Natal,Durban, South Africa

2. Department of Statistics, University of Ilorin, Ilorin, Nigeria

3. University Teaching and Learning Office, University of KwaZulu-Natal,Durban, South Africa

Funder

funding agencies in the public

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2023.2203990

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4. Understanding the Peer Assisted Learning Model: Student Study Groups in Challenging College Courses

5. Badat, S. (2019). The equity-quality/development paradox and higher education transformation post-1994. In J. Reynolds, B. Fine, & R. V. Niekerk (Eds.), Race, class and the post-apartheid democratic state (p. 241). UKZN Press.

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