Date of Award
Open Access Dissertation
Curriculum and Instruction
This study examines a problem of practice stemming from students not given the same opportunities to use and develop self-confidence and take on higher levels of responsibility in the classroom as they prepare for the 21st century workforce in our society. Recognizing a problem of practice evident in our high school with low-selfesteem in students, this paper studies the effects of implementing a peer-teaching instructional approach to help develop students’ self-confidence and emerging leadership skills (Lockie & Van Lanen, 2008). The central research question addressed in this study is: what is the impact of implementing a peer-teaching instructional approach on a student’s self-confidence? This is a mixed method case study. The action research methodology used in this study was Mertler’s (2017) four stages of action research cycle. The planning phase resulted in the problem of practice, a review of literature, a targeted research question, and a research plan. The acting phase included collecting and analyzing data through a student survey, interviews, student questionnaire, observations, and student artifacts by a teacher-researcher. The developing phase involved the creation of an action plan based on the analysis of data. Finally, the reflecting phase involved the results and reflection of the study.
Corral, J.(2018). The Impact Of A Peer-Teaching Instructional Approach On A Student’s Self-Confidence. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/4926