Peer-Assisted Learning via Face-to-Face or A-Synchronic Learning Network Embedded With or Without Metacognitive Guidance: Effects on Higher and Lower Achieving Students

Abstract

The authors describe part of a larger study examining the conditions under which peer-assisted learning implemented in A-synchronic Learning Network (ALN) or Face-to-Face (F2F) supports learning. The present study focuses on the differential effects of these environments, on scientific inquiry skills of higher and lower achieving students. Participants were 407 tenth grade Israeli students who studied biology in 16 classrooms. Within each of the five participating schools, intact classrooms were randomly assigned into one of four conditions: ALN with metacognitive guidance (ALN+META), ALN with no meta-cognitive guidance (ALN), F2F with metacognitive guidance (F2F+META) and F2F with no metacognitive guidance (F2F). The findings indicate that, although under all conditions students improved their achievement on both the domain-specific inquiry skills examination and on the test of general scientific ability, significant differences between conditions were observed for lower achievers, but not for higher achievers. Lower achievers in the ALN+META condition scored significantly higher then their counterparts in the ALN or F2F+META conditions, who in turn scored significantly higher then the F2F students. Implications of the findings are discussed.