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On Integrated Peer-Assisted Learning Clusters Among Students in a Nigerian University

On Integrated Peer-Assisted Learning Clusters Among Students in a Nigerian University

Oluwafolakemi Ala, Hongtao Yang
Copyright: © 2022 |Volume: 18 |Issue: 1 |Pages: 14
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781799893561|DOI: 10.4018/IJICTE.287103
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MLA

Ala, Oluwafolakemi, and Hongtao Yang. "On Integrated Peer-Assisted Learning Clusters Among Students in a Nigerian University." IJICTE vol.18, no.1 2022: pp.1-14. http://doi.org/10.4018/IJICTE.287103

APA

Ala, O. & Yang, H. (2022). On Integrated Peer-Assisted Learning Clusters Among Students in a Nigerian University. International Journal of Information and Communication Technology Education (IJICTE), 18(1), 1-14. http://doi.org/10.4018/IJICTE.287103

Chicago

Ala, Oluwafolakemi, and Hongtao Yang. "On Integrated Peer-Assisted Learning Clusters Among Students in a Nigerian University," International Journal of Information and Communication Technology Education (IJICTE) 18, no.1: 1-14. http://doi.org/10.4018/IJICTE.287103

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Abstract

Peer interaction to assist and learn from each other has been extended online in recent times. This study was conducted to find the pattern of participation in integrated peer-assisted learning and to investigate factors known to affect such participation among students in their peer-assisted learning clusters. The pattern of participation was established through the frequency with which the respondent use their preferred mode of peer interaction. Structural equation modeling was implemented to study the relationship between participation and the factors considered. Social medial is the most prevalent among the online means of interaction considered. Conflict, cohesion and effective leadership in the clusters have more direct effects on the other factors considered. The frequency of participation does not correlate significantly with the other personal and interpersonal factors considered. These findings suggest that the decision for voluntary participation in peer-assisted learning clusters are possibly driven by other factors such as academic.