Measuring the effects of peer learning on students' academic achievement in first-year business statistics

Abstract

Peer-assisted study session (PASS) programs have been shown to positively affect students' grades in a majority of studies. This study extends that analysis in two ways: controlling for ability and other factors, with focus on international students, and by presenting results for PASS in business statistics. Ordinary least squares, random effects and quantile regression models have been used to model data from first-year business statistics students. The findings indicate that the impact of PASS has remained highly significant in both years for both local and international students but is more pronounced for international students. We also find that lower-achieving students derive a higher marginal benefit from attending PASS than higher-achieving students using quantile regression. These findings are significant for institutions implementing similar programs as well as institutional efforts to enhance student performance and improve student retention, or specifically to support international students more effectively.