Date of Award
Action Research Project
Master of Arts in Education
Megan Olivia Hall
This action research project focused on determining the effects peer-to-peer collaboration has on 8th-grade students in a middle school science classroom. The intervention took place over six weeks in two classrooms, whose learning models changed between hybrid and distance learning due to the COVID-19 pandemic of 2020-2021. For this study, researchers collected data through a pre and post-intervention science self-efficacy questionnaire and digital journal, and twice-weekly exit tickets. The results showed that the peer-to-peer model of collaboration implemented in this study increases student self-efficacy significantly, with girls having the most significant increase in self-efficacy. Researchers concluded that this model is an effective tool for supporting self-efficacy growth in the 8th-grade science classroom. Based on the results of this study, the researchers recommend implementing regular peer collaboration, teaching collaboration skills to support effective communication, and increasing the practice of self-reflection for students and teachers. Further research is needed to address how adding hands-on activities would affect self-efficacy and why female BIPOC students did not show the same levels of growth as their peers.
Wilmes (Kaus), Erin and Bohnert, Elizabeth. (2021). The Impacts of Peer to Peer Collaboration on Science Self-Efficacy Among 8th-Grade Students. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/415