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What is Peer Learning and Motivation

Chapter 18
Handbook of Research on Innovations in Non-Traditional Educational Practices
Motivation has been defined as the energy that is innate within all individuals, and high levels directed toward a situation results in greater amounts of energy expended on that task. The greater desire and higher levels of energy targeted at accomplishing a goal the higher the levels of performance (McDevitt & Ormrod, 2004). Operationally, the terms “peer learning and motivation” and “motivation involvement” will be considered equivalent. This includes encouragement for students to express their own ideas, encouragement for students to participate in discussions, the extent to which students are encouraged to compare ideas, the extent to which students are involved in discussions among themselves, and the extent to which students learn from each other.
Published in Chapter:
Student Collaborative Learning Strategies: A Logistic Regression Analysis Approach
John K. Rugutt (Illinois State University, USA) and Caroline C. Chemosit (Lincoln College, USA)
Copyright: © 2021 |Pages: 20
DOI: 10.4018/978-1-7998-4360-3.ch018
Abstract
The authors of this study utilized the logistic regression analysis using extreme student groups (top and bottom quartiles) defined by students' collaborative learning scores to develop a model for predicting group membership of low and high levels of collaborative learning college students. The focus of the study was to identify characteristics of the learning environment that differentiate between high and low collaborative learning groups. Results of the logistic regression showed a statistically significant model that can be used to reliably predict student's classification into low or high collaborative learning groups based on the selected institution and personal variables. The logistic regression model showed the lowest total percent correctly classified was at 98.1% while the highest total percent correctly classified was at 98.6%. Majority of the model variables made significant differences between the low and high collaborative learning groups. ANOVA results indicate significant group differences in all the predictor variables.
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