Development and Evaluation of Scales for Measuring Self-Efficacy and Teaching Beliefs of Students Facilitating Peer-Supported Pedagogies

Aaron M Clark,Jeffrey R Raker

doi:10.14434/josotl.v21i3.29120

Abstract

Two scales measuring teaching self-efficacy and beliefs were developed from previous instruments for use with near-peer facilitators assisting with peer-supported pedagogies. Construct and face validity, measurement reliability, and factor structure were determined using a population of near-peer facilitators working in a peer-led team learning chemistry classroom at a large research-intensive postsecondary institution in the Southeast United States. Results suggest that the scales produce valid and reliable data. Teaching self-efficacy and beliefs were found to increase between pre and post administrations with small to medium effect sizes. The scales can provide a means to evaluate peer-supported pedagogies and as discussion points for faculty members training near-peer facilitators.

Highlights

Peer leaders, learning assistants, and the like are becoming integral components of active learning pedagogies being incorporated into science, technology, engineering, and mathematics (STEM) courses
Two key near-peer pedagogies are utilized in postsecondary STEM courses: peer-led team learning (PLTL) and learning assistants (LAs)
Loadings from the three-factor solution resulted in a non-result, and so the two-factor solution was examined with the removal of one item due to the item (14) cross loading across both factors

Summary

Introduction

Peer leaders, learning assistants, and the like are becoming integral components of active learning pedagogies being incorporated into science, technology, engineering, and mathematics (STEM) courses. While peer instructors often answer questions, the goal of a near-peer is to ‘facilitate’ learning; they often respond to student questions with a different question to help guide students to their own answer (Wilson & Varma-Nelson, 2016; Tenney & Houck, 2003; Drane, Smith, Light, Pinto, & Stewart, 2005; Tien, Roth, & Kampmeier, 2002; Arendale, 2010; Salomone & Kling, 2017; Freeman et al, 2014; Perera, Wei, & Mlsna, 2019) Learning facilitation, in this way, requires confidence in facilitating learning as well as a belief that collaborative learning is an effective pedagogy. A key critique is that “time on task” or “time engage with tasks” is greater for PLTL learning experiences, and student-level metrics are expected to increase

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