PASS Friend: an Experience of Peer Support in Undergraduate Teacher Education

PASS Friend: An Experience of Peer Support in Undergraduate Teacher Education.

W.G.Lindsay

Faculty of Education, University of Strathclyde

Department of Mathematics, Science and Technological Education

Jordanhill Campus

76 Southbrae Drive

Glasgow

G13 1PP

Tel: 0044141 950 3480, Fax: 0044141 950 3486, E-mail:

Paper presented at the Scottish Educational Research Association Annual Conference

(September 18- 20 1997: University of Dundee)

ABSTRACTPeer assistance has been widely used in general undergraduate courses to provide a means of passing knowledge and experience from one student group to another. This paper looks specifically at the application of PASS methods to an undergraduate course of teacher education. While it is not a direct teaching medium, which would require extensive training of the participants in teaching methods as well as the area of study, there is a particular logic in the involvement of student teachers in such an exercise.

PASS was first provided in the B.Ed D&T course in session 1994/95. The experience of colleagues from the Glasgow Caledonian University, who had piloted PASS in their Engineering courses, provided an impetus to the development of this support system. Support is provided by students who have 'been through it' so to speak, and who have received some training in PASS methods, but the solving of problems in the PASS group is essentially a group activity and is not dependent on the PASS helper.

Regular support sessions were provided by a group of interested second year students, who felt that the experience which they had gained on course could be used to benefit others.

A survey of student responses to the experience has provided some interesting insights into the operation of the PASS system, and its perceived value in helping and supporting students on course. This paper will look at the feedback received from students as a result of a small study. It will consider questions about the value of Peer assistance, its relationship to teaching input, and its role in providing a training ground for future teachers.

By considering what student helpers seem to have got out of this experience of supporting other students, and what the students who are being 'supported' profess to get out of it the paper will attempt to identify the benefits which the system has brougth to this undergraduate teaching course.

INTRODUCTION

Topping K and Hill S (1995) define Peer Tutoring as

‘..people from similar social groupings who are not professional teachers helping each other to learn and learning themselves by teaching',

while McNeill (1995) states that

'Peers are people with something in common', 'He or she is a peer with something to share.'

The PASS (Peer Assisted Student Support) model used in this study depends for its effectiveness on the empathy and understanding which a student may have for others by virtue of their having been through a particular set of experiences, and helpers in this context are volunteers from the student body, who, having been trained in the methodology of PASS,assist fellow students who are at an earlier stage in their course.

The vehicle for such assistance is the PASS group in which the helper or helpers take on a facilitating rather than an instructional role. The group operates through discussion and sharing, rather as a tutorial group would, and group members may draw on the expertise or understanding found in any group member.

BACKGROUND

In session 1994/95 the benefits of PASS were introduced through the enthusiasm of a student who had been involved in a PASS system during his first degree study at Glasgow Caledonian University (GCAL). He spoke confidently of the benefits which included, in his view, greater understanding of his studies, an opportunity for increased social interaction, and improved grades. This led in turn to contact with the tutors who had organised the PASS system in GCAL, and discussions followed.

The B.Ed D&T course was in its early stages, having almost completed two full years of operation, and the support of incoming students through participation of more mature students was an option which was of particular interest. The introduction of PASS to the course was timed for session 1995/96, and preparations for that were made.

The literature on Peer tutoring and its variants is considerable, and positive concerning its benefits, not only to the tutee, but also to the tutor. For example

Goodlad (a prolific writer on this topic) and Hirst (1990) comment that

‘Research evidence is clear that Peer Tutoring can improve the attainment of both tutor and tutees’.

Topping and Hill (1995) considering university students as tutors for schoolchildren noted that the undergraduate student's responses indicated

'a high overall degree of satisfaction with the project',

while Cook et al, (1986) considering students with handicaps operating in tutoring roles stated that the

‘performance level of “tutors” was enhanced by participation’.

There are many examples of similar positive messages concerning peer support and peer tutoring, (Cohen Kulik and Kulik, 1982; Wilkes, 1975; Rosner, 1970), in and across a variety of age groupings and abilities, and there is clear evidence that cross age tutoring is more successful than same age tutoring, (Fitzgibbon, 1980; Sharpley and Sharpley, 1981).

The PASS model is one in which helpers are not teachers, but facilitators. Their role is not purveyor of knowledge, but an enabler to the group, allowing the expertise of group members to be shared. Such an environment is not directed, but does require a supporting structure to ensure its proper operation. The structure should provide support, but not constrain or limit the internal operation of the group.

THE STRUCTURE

As has been observed by others,

'Peer tutoring implies a system...' 'Structure is evident, although by no means a rigid and inhibiting form of this' (Topping, 1988)

In order to ensure the proper operation of the group, a core of helpers trained in group methods for PASS had to be established, and to provide support and allow feedback on the operation of the system, meetings between the helpers and a supervisor were an important part of this structure.

Publicity was important, particularly since participation would be on a voluntary basis. A noticeboard area was set aside for exclusive use of the PASS group, and as well as posters, a PASS newsletter was also used as a means of keeping participating, and non-participating students informed about the scheme.

A time had to be identified for the operation of the PASS groups, and this had to be convenient to both helpers and the students being supported. Arguably this was one of the most difficult matters to resolve, and one which figured prominently in the feedback as will be explained later.

A noticeboard advertisement generated interest from the student body, and in the first year a number of students from the completing second year came forward.

The group were largely self selected by a stated wish to help other students through the difficulties which they had experienced on course. There were some concerns that some of the students volunteering had not been the most academically gifted. Other workers had however indicated that this was not necessarily a determinant of success. With experience this concern was shown to have been unfounded, as these students provided excellent support through the group sessions. the operation centred on a core of trained helpers, who were supported by a supervising member of staff.

Although seeming to state the obvious,

'Tutoring effectiveness tends to improve when tutors have been trained'-

(Fresko and Carmelli, 1990)

there are dangers in assuming that such matters will take care of themselves.

Clear explanation of the purpose and operation of the PASS scheme was vital to ensure that those who had volunteered were aware of the committment required. Some withdrew at that stage, leaving a group of 4 completing 2nd year students who formed the core group. After running for a session, in the next session 4 students from the following 2nd year, who had experienced the PASS group also volunteered.

With assistance from GCAL Tutors, a training day was arranged during which the volunteers were briefed on the purpose of PASS, and the role of the PASS 'helper'. This day included team building and similar exercises to prepare them for their roles.

The supervisor, in keeping with the PASS ethos, did not directly intervene in the support groups at any time, and feedback came through meetings between the supervisor and the helpers. Mutual support between helpers was the norm, and provided some feedback on methods and approaches.

The uptake of support was variable, but the groups continued through that year, and in the following year expanded to include two support groups running in parallel. The scheme continued substantially as it had done in the previous session, although the placement timetabling of the students in third (and later also in fourth) year, required the timing of the SI input to move to a 5.00p.m. slot.

WHAT’S IN IT FOR HELPERS?

There were concerns about what vounteer helpers might expect to get out of the scheme. The literature suggests benefits other than the purely academic:

It has been found to be humanly rewarding (Goodlad, 1979)

...it has in some instance had a therapeutic effect

(Topping, 1988 quoting Fowler et al 1986)

...it has led to a heightened self esteem(Lazerson, 1980)

It was however felt that a carrot of some sort might be helpful, and the introduction of a scheme whereby PASS helpers could gain academic credit for the work carried out, was approached cautiously. It was felt that to give this too high a profile might attract volunteers for inappropriate reasons. To date only one volunteer has taken advantage of this, others appearing to perceive other benefits in the system. The initial core group of volunteers continued to be active in PASS until their graduation in 1997, which suggests that some benefits resulted from their involvement. Most of the helpers have expressed the view that the scheme has been of help to them. Although this has only been gleaned through informal discussion.

FEEDBACK

A survey of students attending PASS sessions in 1996/97 was undertaken to identify their expectations, and the benefits which they perceived, as well as collecting some views on ways in which the scheme might be improved. A simple questionnaire was constructed to gather data on these areas, and a copy is included in appendix 1.

Of the 25 student returns, 11 attended the PASS sessions, 1 female and 10 male.

4 out of 11 responses from 1st year ( student total 16),

4 out of 7 responses from 2nd year (student total 11),

3 out of 7 responses from 3rd year(student total 14).

Percentage year group responses, 1. 69%, 2. 36%, 3. 50%, (61% average)

EXPECTATIONS

The expectations of participating students, were concerned with getting help with their problems. Most (seven) were simply expecting or needing help, and their responses are reproduced here:

Help with my maths and analogue electronics

The need for additional help

Additional help in some classes

The offer of help in areas which I was not confident in

Seeking help

Problems/tuition required on coursework

Moral support of other students.Desire to help others when possible

Two participants who attended weekly saw the process as 2 way:

To try to help others/receive help

Both to receive help and give help

PERCEIVED BENEFITS

Of the 11, 7 responded positively when asked about the benefits of PASS. Three of these had attended weekly, and two of these three felt the benefits to be:

The confidence to attempt/look at questions in a more positive manner

Chance to talk openly about areas that I was worried about.Help from peer group

The third made no response to this question.

Another 2 attended infrequently, but responded positively saying:

I got a greater understanding of my coursework in the subject.

(Solutions)explanation to any problems I had in class.

Two did not specify their pattern of attendance, but responded:

Understood work which I couldn't do in class.

The fact that others have the same problems as yourself.

Three others had less positive perspectives on the benefits:

One who expected it to be of further benefit, To further my design knowledge,

attended on 3 occasions only, and responded by stating:

None. The subjects covered I already knew

Of the other infrequent attenders, one stated simply None, another did not respond to the question, while the third responded confusingly

Both teaching practice & receiving info on set pieces of work

In summary then, of the 11 who attended, 7 responded positively, three found there to be no benefit (One because he already knew the subject), and one did not respond at all.

RECOMMENDATION

When asked if they would recommend PASS to others, the responses are generally positive, eight being directly positive, one giving a qualified response, one negative and one nil response.

Of the regular attenders one gives a clear 'No', while the other 4 are clearly supportive:

Yes, some students have better qualifications in certain areas and the help given would be invaluable

Yes

It achieves things.Brings into focus problem areas.Moral support from peer group

Yes,it both makes you familiar with the other years while learning

The single negative response was:

'Everyone being able to voice their opinion without others being over-bearing'

Of those who attended infrequently two were positive, and one did not respond

Yes I would because if they have any problems, the older students can help them

Yes, solutions to problems explained simply

Two participants gave no indication of frequency of attendance and responded:

Yes, explanation of problems simplified

Yes, as above

The participant who expected : To further my design knowledge, and responded,

The subjects covered I already knew,

understandably suggested that his recommendation:

Depends on what subject is being taught

In responding to improvements he also suggested :

Discuss topics that the people who go want to learn.

SUGGESTED IMPROVEMENTS

Suggestions for improvement gleaned from the questionnaire are stated in full here:

Actually get a leader or speaker.Also to inform in advance of when the sessions are

Let people know and try and have an organised session schedule

Discuss topics that the people who go want to learn.

More structured

Set aside one period when all years are free at the same time

It was difficult for me to attend the session because of the time it was at.

More convenient times

More convenient times

Everyone being able to voice their opinion without others being over-bearing

Do not be condescending to year groups below.Do not treat it as a teaching practice

By not having other students treating it as teaching practice

CONCLUSIONS

The responses fall into two categories, those coming from students who saw positive benefits in attending the SI group, and those who did not. Certain patterns can be seen emerging.

Firstly from the positive group the major concern was the timing and organisation of the groups. Considering the second group there is an indication that tensions existed in the group. This may have resulted from the style of a particular helper, or another participant. The only indication of a pattern relating responses to either age or year group, is that while all 4 1st year, and all 3 third found benefit in the SI group, none of the 4 second year students felt they had benefited from the experience .

The pattern is seen in the response to Q5 (recommendation), and Q6 (improvements) suggesting that the tensions existed in the SI group being operated for the second year students. The cause of these tensions is not obvious in these results, but may have arisen from a conflict of personalities or styles within the group.

This appears to be further reinforced by considering the comments made by a 2nd year student who did not take part in the SI group:

Attendance: No, time and the manner of those involved

Improvements: Help could be given more informally on one-one or to small groups -

not used as teaching practice.

Comments : Know all - condescending attitude demeans lower year groups -

everyone had their place - not just those who like their own

importance

This must be viewed cautiously of course since the respondent claims not to have attended the group, but it does reinforce the suggesttion that tensions existed in a particular year group.

NON-ATTENDANCE

Timetabling of the PASS group into the student day was possible where second year 'helpers' were operating the groups. The year 3 helpers were committed to Placements in Schools and Industry which restricted their availability. Nonetheless these volunteers remained committed to the scheme and came from placement to operate a 5.00 session.

The students who did not attend has a greater proportion of first year students, but curiously has an older age distribution (This probably has little statistical significance, but is worthy of note in considering the family and other pressures which may affect individual participation in course activities).