Exploring Competency Development Among Peer Assisted Learning (PAL) Leaders and Tutors: A Comprehensive Investigation of Program Involvement

Abstract

In an era where student success extends beyond academic knowledge, educational institutions have recognized the importance of equipping students with a broader set of competencies. Thus, the paper examined the implementation and impact of a peer-assisted learning and tutorship program aimed at fostering student success competencies. The study focused on an educational institution where the program is implemented as a central intervention to support students in developing essential skills and competencies necessary for academic achievement and lifelong learning. Generally, peer-assisted learning and tutorship programs have emerged as valuable intervention strategies to support student success. Thus, a qualitative approach was adopted, using focus group interviews to collect data among peer-assisted learning leaders and tutors who were involved in the peer-assisted learning and tutor development programme at the University where the study took place. The analysis of the collected data revealed significant findings regarding the peer-assisted learning and tutorship program which signifies the program as an enabler for student success competencies. The results demonstrated improvements in several areas, including academic competence, communication and collaboration, student agency, adaptability, and a sense of belonging within the learning community among the participants. The paper concluded with implications for educational institutions, suggesting that peer-assisted learning and tutorship programs be integrated as a central component of the curriculum to nurture student success competencies. Thus, by prioritizing the development of student success competencies through such programs, educational institutions can better prepare students for future academic, personal, and professional pursuits. Keywords: Peer-Assisted Learning, Tutors, Academic Student Support, Collaborative Learning, Student Success