Primary School Teachers' Perceptions of Peer-Assisted Learning
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).
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