Peer tutoring is an active learning strategy used in undergraduate biology classrooms, in which students placed
into pairs or groups switch between informing classmates and inquiring about the topic presented to them.
However, even though peer tutoring has been found to promote enriched learning in general populations, there
is a lack of research on how students with ADHD are affected by peer tutoring. Therefore, we are investigating
how peer tutoring affects learning gains and perceptions of undergraduate biology students with ADHD. We are
conducting research in introductory biology labs consisting of over 1000 students. Students will identify into one
of three groups: students with ADHD, students without ADHD, and undiagnosed students who experience
symptoms of ADHD. We have collected data from two labs covering animal phylogeny. In our control lab, a
typical laboratory format was followed, in which a teaching assistant went through different animal clades with
students, while students followed along and took notes. In the treatment lab, students investigated different
animal phyla by completing a dissection of either a sea star or a crayfish with a partner while taking notes, and
then participated in a peer tutoring activity. For the peer tutoring activity, pairs of students who dissected sea
stars were grouped with pairs of students who dissected crayfish (each group consisted of ~4 students). The
pairs switched between explaining their dissections, and asking questions about the dissection they did not
complete. We collect learning gain data and student perception data using in-lab iClicker questions, which
students answered independently. We hope that the results of our study will help provide further insight to
educators and students as to how peer tutoring can impact students with learning differences. As a result, this
may help allow any student who is passionate about biological sciences to continue in the field without facing
exclusion.
Keywords:
University of Maryland (2024)
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