Date of Award
2024
Document Type
Thesis
Degree Name
MS in Chemistry
Department
Chemistry
First Advisor
Dr. Anne Vázquez
Second Advisor
Dr. David Brown
Third Advisor
Dr. Joseph Serafin
Abstract
This study investigates the impact of peer teaching on undergraduate STEM majors, particularly those who serve as peer teachers for introductory chemistry courses. While previous research has predominantly focused on the benefits of peer tutoring for the tutored students, the reciprocal impact on peer teachers remains underexplored. The main purpose of this study is to quantify the differences between peer teachers and comparable students who do not engage in teaching, with a specific focus on problem-solving approaches and the ability to explain STEM concepts. The assessment included coding students' work to reveal strategy use and provide a means of comparison through administering a ranking survey as another metric. The results indicate more frequent problem-solving strategy use and better-written explanations among peer teachers. The significance of this study lies in its potential implications for educational practices in higher education. By demonstrating that peer teachers experience problem-solving and explanatory writing gains, the research highlights the benefits of peer teaching programs: enhancing the learning outcomes for both the students and the peer teachers themselves.
Recommended Citation
Sambar, Marcus, "A QUALITATIVE INQUIRY TO THE IMPACT OF PEER TEACHING ON UNDERGRADUATE CHEMISTRY STUDENTS" (2024). Theses and Dissertations. 834.
https://scholar.stjohns.edu/theses_dissertations/834