Student perceptions of feedback in reciprocal or nonreciprocal peer tutoring or mentoring

Abstract

Many studies show cognitive gains from peer feedback. However, no previous study has explored reciprocal and nonreciprocal peer tutoring and mentoring, with associated implications for peer feedback. University students (n = 446) completed an online questionnaire at the end of their first year. Participants numbered 166 (37 %), while comparison non-participants numbered 280. The questionnaire investigated social and academic integration, using elements of three published scales of known reliability and validity. Analysis focused on participants vs. non-participants, with supplementary comparison of effect sizes regarding impact of the different interventions. Results showed nonreciprocal peer tutoring better enhanced students’ academic integration. However, reciprocal peer mentoring better enhanced social integration. Nonreciprocal peer mentoring better enhanced student persistence. Types of feedback between methods were explored. Overall, the type of intervention(s) recommended might be tailored to the presenting needs of each student. Informing students of the likely outcomes of different types of peer assisted learning should assist them to choose optimally effective forms for their own purposes.