Effects of Peer-Facilitator-Training (Student Instructors) - Results and Challenges of Field Studies

Session Time and Location

Thu, 7 Jun 2018
8:00am to 9:30am
Room: Room:
Maplewood A
Session Track
Session Format


The effects of training of peer facilitators (student instructors) for supplemental instruction courses have so far hardly been focused in research. This paper will present some results of a dissertation at Technische Universität Darmstadt, Germany, on this topic: effects of training on peer facilitators themselves, like knowledge on teaching or the self-efficacy, as well as effects on students who participated in peer-led supplemental instruction courses, like results in exams. Furthermore, challenges in the field of higher education research will be discussed and ideas how to face them will be proposed.


  • Session References +

    Arendale, D. (1997). Supplemental Instruction (SI): Review of Research Concerning the Effectiveness of SI from the University of Missouri-Kansas City and Other Institutions from across the United States. Proceedings of the 17th an 18th Annual Institutes for Learning Assistance Professionals: 1996 and 1997, http://eric.ed.gov/?id=ED457797.

    Amstutz, M., Wimbush, K., & Snyder, D. (2010). Effectiveness and student demographics of peer-led study groups in undergraduate animal science courses. NACTA Journal, 54(1), 76–81.

    Arthur, W., Bennett, W., Edens, P. S., & Bell, S. T. (2003). Effectiveness of training in organizations: a meta-analysis of design and evaluation features. Journal of Applied psychology, 88(2), 234.

    Fayowski, V., & MacMillan, P. D. (2008). An evaluation of the supplemental instruction programme in a first year calculus course. International Journal of Mathematical Education in Science and Technology, 39(7), 843–855.

    Glathe, A. (2017): Effekte von Tutorentraining und die Kompetenzentwicklung von MINT-Fachtor*innen in Lernunterstützungsfunktion (dissertation); http://tuprints.ulb.tu-darmstadt.de/6906/.

    Peterfreund, A. R., Rath, K. A., Xenos, S. P., & Bayliss, F. (2008). The impact of supplemental instruction on students in STEM courses: Results from San Francisco State University. Journal of College Student Retention: Research, Theory & Practice, 9(4), 487–503.