Do Subject Areas and Educational Levels Matter in Peer-Led Learning? A Meta-Analysis Using Hierarchical Linear Modeling

• In Event: 35.082 - Roundtable Session 14
  In Roundtable Session: 35.082-2 - Applications of Meta-Analysis in Education

Abstract

Twenty-eight studies comparing the effect of peer-led and non-peer-led learning on students’ cognitive achievement in the past twenty years (1993-2013) were collected in this meta-analysis. A hierarchical linear modeling method was deployed to reveal whether the effect of peer-led learning varies across studies and whether the factors of subject areas and students’ educational levels influenced the variation. Results of this study showed the significant variation of the effect of peer-led learning. However, neither of the two factors investigated in this study showed significant influence on the variation. I suggested future studies should continue to explore other latent factors and their potential influence on the variation of the effect of peer-led learning on students’ cognitive achievement.

Author

• Shenghua Zha, James Madison University