The design and implementation of a peer learning programme in physics utilising undergraduate peer leaders: an in-depth investigation into the effect of participation and the experience of the peer leaders

II AUTHOR’S DECLARATION. III ACKNOWLEDGEMENTS. IV TABLE OF CONTENTS.V LIST OF FIGURES . X LIST OF TABLES. XIV Chapter 1 Introduction . 1 1.0 Context.1 1.1 Research Rationale.2 1.2 The Aim of the Study.6 1.3 Research Intent.6 1.4 The Objectives of the Study.7 1.5 Research Questions.7 1.5. 1 Effect of Participation . 8 1.5. 2 Experience.8 1.5. 3 Implications.9 1.6 Delimitations, Limitations, Significance . 9 1.7 Structure of Thesis Chapters.10 1.8 Summary . 12 Chapter 2 – Literature Review . 14 2.0 Introduction.14 2.1 Background to Physics Education Research.15 2.2 How Physics is Learnt . 17 2.2.1 Impact of Constructivism on PER . 19 2.2.2 Summary of Findings from PER.19 2.3 Learning Physics with Understanding . 26 2.4 Conceptual Change and its Role in Physics Learning . 27 2.5 The Phenomenon of Misconceptions.29 2.6 Challenges to the Misconceptions Perspective . 30 University of Limerick VI 2.7 Conceptual Understanding in Introductory Physics . 33 2.8 Addressing Students’ Misconceptions and Difficulties.37 2.9 Conceptual Evaluation Methods in Physics.38 2.10 Development of the Force Concept Inventory . 39 2.11 Interactive Engagement in Physics . 42 2.12 Peer Learning . 45 2.12.1 The Student Population Today.45 2.12.2 Effective Teaching Methods . 46 2.13 What is Peer Learning? 47 2.13.1 The Origins of Peer Learning . 49 2.13.2 Why is Peer Learning significant at Third Level.51 2.14 Peer Teaching.52 2.14.1 Peer Teaching in Higher Education . 54 2.14.2 Existing Peer Teaching Programmes . 56 2.15 Issues Addressed in this Study.61 Chapter 3 – Methodology . 62 3.0 Introduction . 62 3.1 Philosophy, Theory and Practice . 63 3.2 Action Research . 65 3.2.1 Action Research in Higher Education.67 3.2.2 Limitations and Criticism of Action Research.68 3.3 Research Methods.70 3.3.1 Case Study . 71 3.3.2 Sampling . 73 3.3.3 Mixed Methods . 74 3.4 Research Design.76 3.4.1 Mixed Methods Design.81 3.5 Techniques for the Collection and Analysis of Data . 82 3.5. 1 Quantitative Instruments.82 3.5. 2 Quantitative Analysis of Data.83 3.5. 3 Qualitative Instruments.83 3.5. 4 Qualitative Analysis of Data.85 3.5. 5 Processing the Data.89 University of Limerick VII 3.6 Field of Research . 89 3.7 Research Cycles . 90 3.8 Validity and Reliability . 93 3.9 Quality and Rigour in the Research . 95 3.10 Ethics and Research . 95 3.11 Summary . 96 Chapter 4 – Peer Leader Model . 97 4.0 Introduction.97 4.1 Peer Learning Model.97 4.2 Inside a Peer Learning Tutorial.98 4.2.1 Promoting Effective Problem Solving . 99 4.2.2 Concept Questions . 100 4.2.3 Formation and Maintenance of Well-Functioning PL Groups . 101 4.2.4 Group Size and Ability Grouping . 101 4.2.5 Seating Arrangements.102 4.2.6 Role Assignments . 103 4.2.7 Learning Strategies . 103 4.2.8 Group Evaluation . 106 4.2.9 Group Testing and Individual Testing . 106 4.3 Pilot Peer Learning . 106 4.3.1 Pilot PL Outcomes . 108 4.4 Peer Leader Model.108 4.4.1 Peer Leader Role.109 4.4.2 Peer Leader Training.110 4.4.3 Assessing the Peer Leaders.111 4.5 Coo