Peers-Group Learning for Academic Success of First Year Students: The Case of Agribusiness and Value Chain Department, Arbaminch University

摘要

This research has been conducted by three authors for the purpose of pursuing Higher Diploma as professional instructor of Higher Educational Institution. This study aimed to investigate impact of peer learning and influencing factors towards one-five-peer learning on academic success of first year student because Ministry of Education in Ethiopia is implementing one-to-five peer learning strategies education system from lower grade to higher institution to enhance student learning. However, some Authors study result shows that implementation is not successful compared to the desired objectives especially at higher education. Data was collected from Agribusiness and value chain management first year students and collected data were analyzed using descriptive statistics and Likert scale of attitude measurement. Study result shows that 35.6% students had negative perception while 42.2% students had negative attitude toward one to five peer group learning system. Also only 8.9% students have shows strong agreement and positive attitudes concerning to work in one-to-five peers. About 55.6% students’ participation was not active and academic profile of academic dismissed student profile shows that they were not active participants of one to five peer group learning. Good information gathered from senior and attitude of group leaders and members, strong team work behaviors, time arranged by department were some psychological and physical factors which made 44.4% of student active participant in one to five peer group learning. Whereas, negative perception and associating one to five peer learning with politics and personal weak team work behaviors, bad information gathered from senior students and lack of open ended questions for discussion were, nature of course were some of factors which made 55.6% students inactive participants.To improve those psychological, physical and biological factors the authors (action research set) had taken some measures and implemented them. Some of the measures taken were: peer learning groups were re - organized and outstanding students were distribution for each group, peer groups were continuously guided, open-ended and peer learners inspiring questions were provided on two courses, students study schedule development has been assisted study and attentive observations were made. And implementations had come with promising result on academic performance of students.