1. Students’ Perception Regarding Peer Assisted Learning (PAL) at WSU-Butterworth Campus: A case for Faculty of Engineering. by Ms. M. Dlamini PAL Coordinator

2. Overview INTRODUCTION AND BACKGROUND FOCUS OF THE STUDY
IMPORTANCE OF THE STUDY
RESEARCH METHODOLOGY
FINDINGS
CHALLENGES
CONCLUSION AND RECOMMENDATIONS

3. Introduction and Background
Since its adoption in the British Higher Education system in the early 1990s, Peer Assisted Learning (PAL) has developed and been implemented in many UK institutions, evolving into a considered and evaluated method of “student-to-student support” (Capstick, 2004, p.1)
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4. Introduction and Background
At University of Menosa, Peer Assisted Learning (PAL) program began during fall 2006 for students enrolled in historically difficult college courses. PAL supports students to meet or exceed academic expectations set by instructors. PAL does not focus on high-risk students, but with difficult lower-division undergraduate courses. (Arendale, 2010).
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5. Introduction and Background
At WSU, Peer Assisted Learning (PAL) started in It is a Centre for Learning and Teaching Development (CLTD) initiative that encourages cross year support between students registered for the same course. PAL is underpinned by Vygotsky’s theory of Social constructivism. The theory states that social interaction with other students facilitates more learning (Smith, May & Burke, 2010).

6. Introduction and Background
It is a peer to peer support scheme for personal and academic development which seeks to promote a culture of learning through active participation.
PAL programme is offered to high risk courses (below 60% pass average).
According to Black and Mackenzie (2009), PAL Programme operates on Vertical and Horizontal peer support.

7. Introduction and Background
Vertical support is characterised by senior students facilitation of learning in the classroom.
Horizontal support is where junior students are encouraged to collaborate in unpacking difficult concepts (Black and Mackenzie, 2009).
Therefore, part of PAL objective is to integrate horizontal collaborative learning between peers that promotes critical thinking for better adaptability and cohesion among students.
Family and community factors such as poverty, parental unemployment and/or low educational attainment, homelessness, family breakdown/relationship issues and domestic violence.
Personal factors such as physical or mental health issues, disability, behavioral issues, substance misuse, pregnancy or parenting, caring responsibilities and learning difficulties.
School-related factors such as decline in grades, absenteeism, course performance, disruptive behavior, negative relationships with teachers or peers, unsupportive school culture, limited subject options and lack of student participation in decision making.
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8. FACUTLTY OF ENGINEERING AND TECHNOLOGY
FOCUS OF THE STUDY
FACUTLTY OF ENGINEERING AND TECHNOLOGY b
DEPARTMENT
Number of students (2016)
Number of students (2017)
FASHION DEPARTMENT
INFORMATION TECHNOLOGY 69 68 70
ELECTRICAL 65
MECHANICAL 67
CIVIL 60
BUILDING

9. Importance of the study
To assist PAL coordinators in programme reviewing for the faculty of Engineering
To improve pass rate on high risk courses for faculty of engineering
Exceed in academical expectations
Assist lecturers in maintaining high pass rate in course content.

10. This was a quantitative study
Research Methodology
This was a quantitative study
Vygotsky's Social Development Theory was found relevant and was introduced in higher institutions to supplement mainstream teaching as a student support programme. Vygotsky (1978) described the Zone of Proximal Development (ZPD) as the range of tasks that a child can perform with the help and guidance of others but cannot yet perform independently
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11. Research Methodology
All 6 departments from the faculty of Engineering participated in the study.
There were 409 students completed the questionnaire
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12. Findings

14. Prepared by Z.G.Baleni TDC: RPL & Assessor
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Prepared by Z.G.Baleni TDC: RPL & Assessor

16. Prepared by Z.G.Baleni TDC: RPL & Assessor
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Prepared by Z.G.Baleni TDC: RPL & Assessor

17. Prepared by Z.G.Baleni TDC: RPL & Assessor
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Prepared by Z.G.Baleni TDC: RPL & Assessor

18. Prepared by Z.G.Baleni TDC: RPL & Assessor
Challenges
Student protests
Not enough time allocated to finish the module
PAL sessions scheduled at the same time
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Prepared by Z.G.Baleni TDC: RPL & Assessor

19. Conclusion and Recommendations
These academic intervention programs are very critical as they respond to the academic and personal needs of the students hence they must fully implemented and improved. Therefore continuous monitoring is of utmost importance to keep the academic performance of the student in good manner.
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Prepared by Z.G.Baleni TDC: RPL & Assessor

20. Conclusion and Recommendations
PAL Leaders should attend lectures during lecturing
Sufficient time allocation for PAL sessions
Include PAL sessions on academic time table
Would like to have PAL sessions on 2nd and 3rd year.
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Prepared by Z.G.Baleni TDC: RPL & Assessor

21. THANK YOU!!