Teacher Perceptions of the Impact of Peer Learning in their Classrooms: Using Social Interdependence Theory as a Model for Data Analysis and Presentation

Maria  Cockerill; Nicole  Craig; Allen  Thurston

doi:10.18488/journal.61.2018.61.14.27

Authors

Maria Cockerill Centre for Evidence and Social Innovation, School of Social Sciences, Education and Social Work, Queen’s University, Belfast, Belfast, UK https://orcid.org/0000-0002-9780-3859
Nicole Craig Centre for Evidence and Social Innovation, School of Social Sciences, Education and Social Work, Queen’s University, Belfast, Belfast, UK https://orcid.org/0000-0002-7736-4035
Allen Thurston Centre for Evidence and Social Innovation, School of Social Sciences, Education and Social Work, Queen’s University, Belfast, Belfast, UK https://orcid.org/0000-0001-9518-3257

DOI:

https://doi.org/10.18488/journal.61.2018.61.14.27

Abstract

Peer tutoring is a structured process of co-operative learning, supported by social interdependence theory shown to have cognitive and affective level benefits. During a RCT, this study explores teacher perceptions (n=62) of effects of co-operative learning, including implementation issues, using a mixed methods approach during a 16-week peer tutoring intervention in 58 classes (10 secondary/high schools) in England. Data suggested strengthened peer relationships enhanced student learning. Teacher perceptions remained consistent and are congruent with social interdependence theory and research validating the theory. Implications for research, theory, practice and policy are discussed. Research was supported by Educational Endowment Foundation grant: Spring2012-105.