Impact of ‘Student Self Help Groups’ on learning in the classroom

Abstract

This intervention was carried out to enhance students learning and motivate them to perform better. The research focused on four of the final year students (of Fashion Design and Product Development, University of Moratuwa) who had failed and were to repeat the course unit in the first term and but would not engage in individual tutorials in the second term effectively. Discussions with them individually revealed they need more attention from tutors than other students and also need continuous feedback for them to develop their learning. However, tutors were not able to give comments daily due to their other work commitments. Therefore introduced ‘Peer Mentoring Programme’ (PMP) through ‘Student Self Help Groups’ (SSHG). The intention of this intervention was to maximize the student engagement through tutorial sessions and facilitate them to achieve higher marks in the assessment. Students (those four repeat students and those who achieved highest marks for peer evaluation in the tutorials) were formed into pairs according to their marks of the last term. Then introduced ‘PMP’ and discussed with them individually and informed how they should mentor each other. The study analyzed the impact of the SSHG on learning, quantitatively using marks they obtained and qualitatively through tutors’ feedback. After the intervention the feedbacks from the tutors were positive and in the final submission of the second term those students who had fail achieved higher marks. The range of marks they obtained the second and third terms increased (6-29% and 10-25% respectively) compared to that of first term. Further their commitment, courage and dedication became higher level compared to previous term. Students who work negatively need extra attention, self-motivation and guidance to develop them. ‘Self Help Groups’ always can help students to develop their learning spontaneously.