134930 - Peer to peer.pdf (301.81 kB)
Peer to peer synchronous interaction and student engagement: a perspective of postgraduate management students in a developing country
journal contribution
posted on 2023-05-20, 07:07 authored by Nazlee SiddiquiNazlee Siddiqui, Miah, K, Ahmad, AThe purpose of this study is to investigate the association between synchronous peer to peer interaction (PPSI) and student engagement in postgraduate management units in Bangladesh. Understanding of this association focused on outcomes of engagement with learning materials and workplace relevant learning. This study utilized an interventional and convergent parallel mixed methods research design. A PPSI intervention, involving teamwork of five students from working and non-working status, was applied on 80 students in two different management units. The intervention was followed by a survey on student’s perception of the association between PPSI and student engagement, which received 80% response rate. Content analysis was applied to the qualitative survey data while quantitative data were analyzed with SPSS software. Participant profile were 60% female, 95% below the age of 30 and 71% having work experience. The study found a significant positive association (r =.53) between PPSI and student engagement in postgraduate management study in Bangladesh. Peer to peer interaction helped students to collect different viewpoints, engage with learning material and practice workplace relevant skills. However, success of PPSI is influenced by factors such as task design, student’s attitude toward teamwork and ease of use of technology. This study is first of its kind to explore the in-depth relationship between PPSI and student engagement in an education setting in a developing country. It could open avenues for further research on designing and implementation of PPSI for student centered and work relevant learning, across developed and developing countries.
History
Publication title
American Journal of Educational ResearchVolume
7Issue
7Pagination
491-498ISSN
2327-6126Department/School
College Office - College of Business and EconomicsPublisher
Science and Education Publishing Co. LtdPlace of publication
USARights statement
© The Author(s) 2019. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International (CC BY 4.0) license (http://creativecommons.org/licenses/by/4.0/).Repository Status
- Open