### Abstract

Language | English |
---|---|

Pages | 71-83 |

Journal | Perspectives on Practice and Pedagogy |

Volume | 1 |

Publication status | Published - 1 Sep 2010 |

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**Evaluation of Peer-Assisted Learning in Mathematics (PALM) for Second-Year Undergraduate Mathematics.** / Condell, Joan; Yogarajah, Pratheepan.

Research output: Contribution to journal › Article

TY - JOUR

T1 - Evaluation of Peer-Assisted Learning in Mathematics (PALM) for Second-Year Undergraduate Mathematics

AU - Condell, Joan

AU - Yogarajah, Pratheepan

PY - 2010/9/1

Y1 - 2010/9/1

N2 - This paper discusses key practice issues in the teaching of Mathematics in the School of Computing and Intelligent Systems. A pilot was undertaken in Ulster in Peer Assisted Learning (PALM – Peer Assisted Learning in Mathematics). The use of peer assisted learning in Mathematics at Ulster is a particular example of innovative practice. This type of Supplemental instruction (SI) uses senior students to support the learning of previous year students – in this case we use final year and first year PhD students to support the learning of second year students. The Mathematics module which was used to pilot PALM presents many challenges in terms of delivery, teaching and assessment. Weekly one hour sessions are student led and agenda based but are owned and controlled by the leaders. The use of peer tutoring and small groups to encourage student learning is consistent with the University’s revised teaching and learning strategy. PALM has provided the School of Computing and Intelligent Systems with a valuable approach to improve student pass rates in a difficult subject area. PALM could be readily extended to other analytical subjects across the university.

AB - This paper discusses key practice issues in the teaching of Mathematics in the School of Computing and Intelligent Systems. A pilot was undertaken in Ulster in Peer Assisted Learning (PALM – Peer Assisted Learning in Mathematics). The use of peer assisted learning in Mathematics at Ulster is a particular example of innovative practice. This type of Supplemental instruction (SI) uses senior students to support the learning of previous year students – in this case we use final year and first year PhD students to support the learning of second year students. The Mathematics module which was used to pilot PALM presents many challenges in terms of delivery, teaching and assessment. Weekly one hour sessions are student led and agenda based but are owned and controlled by the leaders. The use of peer tutoring and small groups to encourage student learning is consistent with the University’s revised teaching and learning strategy. PALM has provided the School of Computing and Intelligent Systems with a valuable approach to improve student pass rates in a difficult subject area. PALM could be readily extended to other analytical subjects across the university.

M3 - Article

VL - 1

SP - 71

EP - 83

JO - Perspectives on Practice and Pedagogy

T2 - Perspectives on Practice and Pedagogy

JF - Perspectives on Practice and Pedagogy

SN - 2044-7388

ER -