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Senior Student Tutor (SST) workshops and their impacts upon first year examination performance

Eaton, Martin (2011) Senior Student Tutor (SST) workshops and their impacts upon first year examination performance. Perspectives on Pedagogy and Practice, 2 . pp. 105-114. [Journal article]

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Abstract

Undergraduate intake into the School of Environmental Sciences, Ulster comprises students studying honours degree programmes in environmental science, geography and marine science, and students following a two-year non-honours Associate Bachelors degree (ABD) in environmental studies. Longitudinal induction sees first year students interacting with studies advisers and senior student tutors in small group activities. The main aim of the SST workshops is to help level four students prepare for their end-of-semester, three hour long, modular examinations. This case study outlines the organisation and rationale for this peer-mentoring scheme and determines its impact (in quantitative and qualitative terms) upon first year examination performance. Results reveal a positive cause and effect relationship between workshop participation and subsequent success. It is argued that Higher Education faculty suffering from student progression problems traceable to weaknesses in examination performance could benefit from adopting this locally controlled, low cost, small-scale, peer-mentoring model.

Item Type:Journal article
Keywords:Examination assessment, first-years, peer-mentoring, senior student tutors, studies advice
Faculties and Schools:Faculty of Life and Health Sciences > School of Geography and Environmental Sciences
Faculty of Life and Health Sciences
ID Code:22625
Deposited By: Dr Martin Eaton
Deposited On:04 Jan 2013 13:28
Last Modified:04 Jan 2013 13:28

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