Primary School Teachers' Perceptions of Peer-Assisted Learning

Year 2025, Issue: 57, 122 - 135

Meryem Malçok , Çiğdem Şahin Taşkın

https://doi.org/10.33418/education.1554301

Abstract

This research aims to understand primary school teachers' perceptions of peer-assisted learning. Accordingly, the study seeks to understand how primary school teachers perceive peer-assisted learning, investigate their methods for planning peer-assisted learning activities, and assess the extent to which they integrate peer-assisted learning into their teaching practices. A qualitative research design was employed in this study. Data were collected through semi-structured interviews. 36 primary teachers participated in the research. The findings revealed that the teachers perceive peer-assisted learning as a means to help students understand challenging concepts and overcome difficulties. The teachers expressed a strong inclination toward encouraging students to provide support to their peers through peer-assisted learning. They highlighted that students enjoy collaborative work and feel satisfied when helping their friends. Additionally, the teachers indicated a preference for implementing peer-assisted learning primarily in Mathematics lessons. Despite its benefits, teachers identified challenges, such as misconceptions spreading, unequal participation, and dominant students overshadowing peers. To address these, they suggested structured implementation with teacher supervision and professional development opportunities to enhance effectiveness. They also emphasized the need for integrating peer-assisted learning across different subjects. In conclusion, while peer-assisted learning contributes significantly to student engagement and academic success, careful planning and teacher guidance are essential for maximizing its benefits.

Keywords

Peer-assisted learning, primary school teachers, qualitative research, content analysis.

Ethical Statement

Ethics committee approval was obtained from the Çanakkale Onsekiz Mart University Social Sciences and Educational Sciences Ethics Committee (Date: 29.03.2017, Number: 2017/09).

Sınıf Öğretmenlerinin Akran Destekli Öğrenmeye İlişkin Algılarının İncelenmesi

Abstract

Bu araştırma, ilkokul öğretmenlerinin akran destekli öğrenmeye ilişkin algılarını anlamayı amaçlamaktadır. Bu doğrultuda, öğretmenlerin akran destekli öğrenmeyi nasıl algıladıkları, bu tür etkinlikleri nasıl planladıkları ve öğretim uygulamalarına ne ölçüde entegre ettikleri incelenmiştir. Araştırmada nitel araştırma deseni kullanılmış ve veriler yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Araştırmaya 36 ilkokul öğretmeni katılmıştır. Bulgular, öğretmenlerin akran destekli öğrenmeyi öğrencilerin zor kavramları anlamalarına ve güçlükleri aşmalarına yardımcı olan bir yöntem olarak gördüklerini ortaya koymuştur. Öğretmenler, öğrencilerin arkadaşlarına destek olmalarını teşvik etmeye yönelik güçlü bir eğilim içinde olduklarını belirtmişlerdir. Öğrencilerin iş birliği içinde çalışmaktan keyif aldıkları ve arkadaşlarına yardım ettiklerinde tatmin oldukları vurgulanmıştır. Ayrıca, öğretmenlerin akran destekli öğrenmeyi en çok Matematik derslerinde uygulamayı tercih ettikleri ifade edilmiştir. Bu yöntemin yararlarına rağmen, yanlış bilgilerin yayılması, eşit katılımın sağlanamaması ve baskın öğrencilerin diğerlerini gölgede bırakması gibi zorluklar dile getirilmiştir. Bu sorunlara yönelik olarak öğretmenler, yapılandırılmış uygulamalar, öğretmen gözetimi ve mesleki gelişim fırsatlarının sağlanması gerektiğini önermiştir. Ayrıca, akran destekli öğrenmenin farklı derslerde de yaygınlaştırılması gerektiği vurgulanmıştır. Sonuç olarak, akran destekli öğrenme öğrenci katılımını ve akademik başarıyı önemli ölçüde artırsa da, bu süreçten en yüksek verimin alınabilmesi için dikkatli planlama ve öğretmen rehberliği büyük önem taşımaktadır.

Anahtar Kelimeler: Akran destekli öğrenme, ilkokul öğretmenleri, nitel araştırma, içerik analizi.

Keywords

akran destekli öğrenme, nitel araştırma, sınıf öğretmenleri, içerik analizi

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