Ion Juvina, Ph.D. (Advisor); Valerie Shalin, Ph.D. (Committee Member); Kevin Gluck, Ph.D. (Committee Member)
Master of Science (MS)
Team and peer-assisted learning methodologies are becoming increasingly prevalent in both academia and industry. Learning with others is used with the assumption that individuals learn better in groups. The studies in this paper examine aspects of Peer-Assisted Learning in order to understand whether the claims of improved individual learning are substantiated, and if so, how that improved learning occurs. The cognitive mechanism examined in the studies below is the development of trust between peers on a learning task. Participants were selected from Wright State University and were predominantly undergraduate Psychology 101 students. Results indicated that Peer-Assisted Learning conditions did not perform significantly better than Individual Learning conditions on a memorization learning task. State Trust dynamics were observed, though the influence of State Trust on individual performance received mixed support. Further research is needed in this domain, exploring more ecologically significant motivational factors, as well as different types of learning tasks.
Year Degree Awarded
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