Comparing Peer-to-Peer and Individual Learning

Abstract

Peer-to-peer (P2P) learning within two distinct groups of disadvantaged adults was studied during a two-hour computer skills workshop. Of interest was whether or not P2P learning with this population was a viable method for increasing performance and confidence. Two qualified instructors at two locations taught the same introductory word-processing workshop to students enrolled in one of three learning intervention groups: P2P, Individual (IND), and No Intervention (NINT). Data was collected through pre- and posttests (all groups), quizzes (P2P and IND groups) and qualitative analysis of P2P group discussions. Quiz results indicated that those in the P2P group gained a better understanding of concepts than participants in the IND group; however, posttest results showed that the understanding was not maintained over time. Confidence in computer skills knowledge increased between the pre and posttest in all treatment groups, regardless of correct or incorrect answers. Analysis of P2P discussions found a significant relationship between the quality of peer discussions and the posttest scores. This study concluded there is a potential benefit of using P2P strategies with disadvantaged adults in the classroom, as confidence is developed and maintained, even as knowledge was not.