Running head: PEERS PROMOTE ACHIEVEMENT AND ENGAGEMENT

Peer Interactions in the Classroom Promote

Student Achievement and Active
Engagement in Learning
Robin Glicksberg
Butler University and Shortridge High School

Running head: PEERS PROMOTE ACHIEVEMENT AND ENGAGEMENT

Abstract
Peer interactions in the classroom are beneficial for students academically. At times they can be
distracting for students but mostly they keep students actively engaged in their learning. My
question is: how? I took my question to Shortridge High School where I conducted my research
through observation. I went to Shortridge six times and sat in on eight different classes. My focus
was on students in ninth through twelfth grade. Ultimately, after I completed my research, my
results supported my initial opinion that peer interactions positively impact students. Students
that interacted with one another in the classroom were actively engaged in their learning, using
each other as resources to ameliorate their learning. My results encourage me as a future
educator, and I hope it encourages other teachers and future educators, to foster peer relations in
the classroom. We can use peer interactions to augment students learning and eventual
achievement.
Keywords: peer, interaction, active, learning, engagement

Running head: PEERS PROMOTE ACHIEVEMENT AND ENGAGEMENT

Introduction
Right from the get go, I was the student that wanted to succeed. Doing well in school was
and still is one of my top priorities. Remember the saying teachers pet? Well, as a kid, 99.9%
of the time that was me. I wanted nothing more than to please my teachers and ace my classes. I
was the girl that loved school. School was my happy place because I loved to learn and see what
new things each day brought. Then, I got to middle school and everything changed. I became a
teenager and a flip got switched. Suddenly, I cared more about what my peers thought of me than
my teachers. I walked into each classroom gauging how many people I did and did not know. If I
felt the latter was greater, chances were I wouldnt be participating much in that class. Obtaining
the approval of those around me seemed imperative. I feared what people would think if I got the
answer right and I feared what people would think if I got the answer wrong. Unless I was in a
classroom where I knew and liked everyone, I was quiet. When I got to high school, my situation
didnt change. I was still a teenage girl, worried about what others opinions were of me. Even
though my grades suffered the blow from lack of participation, I didnt change. As much as I
wish it werent so and as I much as I tried to not let it be so, peers trumped grades. As became
A-s, not because I didnt know the material but because I didnt participate in class. Not a day
goes by that I dont regret letting my grades slip because of those around me. And that is why I
chose my research topic. I want to stress to teachers how important it is that they create a safe
environment for their students. I want them to know how important it is that they facilitate peer
interactions in the classroom, so students can learn to feel comfortable talking amongst each
other. Students shouldnt let their grades suffer in the face of others; instead, they should be
using their peers as resources to do better in school. With that said, how do peer interactions
promote student achievement and active engagement in learning?

Running head: PEERS PROMOTE ACHIEVEMENT AND ENGAGEMENT

Literature Review
How Peer Interaction Helps the Student
Michle Grossen supports the idea that peer interactions in the classroom promote student
achievement and active engagement in learning. According to Grossen (1994), cognitive
activity is based on childrens active construction of the meanings of the social situation in which
they are questioned and of the communication contracts regulating this situation (161).
Essentially, what he is saying is that a childs brain activity is dependent upon how they view the
social context of their environment. A childs performance depends upon how theyve deemed
their social situation in the classroom. If they feel like theyre under scrutiny from their peers,
chances are their performance will decline for fear that theyll embarrass themselves. On the
other hand, if theyre in a classroom where they trust and respect their peers, their vulnerability
to engage disappears. Grossen further supports peer interaction when he states It is also
possible to consider that at one level children perceive the situation as a situation of cooperation
which requires coordination with their partner (164). In this case, Grossen describes peers
working together as a way to promote cooperation. When working with another, students feel
obligated to join forces to complete their work, which enhances productivity as they both strive
to keep up with the other. Grossen finishes his thought when he says whereas at another level
they perceive it as a competitive one from which they could take personal advantage in terms of
social prestige (164). This interpretation also benefits the students educational experience
because hes saying that when peers work together, they work hard in order to not fall behind. A
little healthy competition is good for the student for it encourages them to work hard and keep up
with those around them. It does have the potential to discourage students if they are unable to
keep up with other students but this is something the teacher must monitor.

Running head: PEERS PROMOTE ACHIEVEMENT AND ENGAGEMENT

Like Grossen, Naim Kapucu supports the idea that peer interactions in the classroom
promote student competence and achievement. As stated by Kapucu, Collaborative learning is
understood as the active participation of students in the learning process instead of being passive
absorbers of the information provided (586). Therefore, she supports the idea that students who
sit back and dont engage in the classroom are hindering their learning. Instead of absorbing
information, students should take control of their learning and be active with it. Kapucu
continues her idea with, Students can become an active part of the learning process by applying
what they learn in the classroom through working with other peers and practitioners in their
community (586). Kapucu encourages peer interaction in the classroom because she believes
when students work together they become active learners and active learners are more successful
learners. Active learners take learning to the next level by demonstrating their knowledge in the
classroom. This level of demonstration is associated with students understanding the material
theyve been given. Kapucu states, Communities of practice acts as a catalyst for students to
internalize the knowledge they are exposed to and allows them to reach different interpretations
of the same knowledge (586). Peer interaction is important because it facilitates practice and
practice is how learning sticks. It helps solidify newfound information in the brain. It turns shortterm memories into long-term memories.
Kristiina Kumpulainen performed a case study where she watched teenagers interact
while doing math and language problems, Kumpulainen found that students received higher
scores when working with partners versus working alone. She discovered that peer interaction
resulted in understanding by all parties as well as equal participation. By working together, the
students were able to think aloud and talk through the problems, while helping each other
understand their thought processes. This type of collaboration allows for understanding by all

Running head: PEERS PROMOTE ACHIEVEMENT AND ENGAGEMENT

students. Several minds working together gives the students a better chance of coming to a
correct answer. Kumpulainens (2000) take away from her case study was that The social
interaction of the dyad is coherent and highly collaborative, reflecting mutual understanding and
equal participation in problem-solving. In other words, student working together promotes
understanding on both sides as well as equal participation from both students. When students
work together, they must talk through their thinking to help each other grasp how they came to
an answer. This type of collaboration allows for students to catch mistakes as well as learn from
one another.
Data Collection
I conducted my own research on this matter at Shortridge High School. Shortridge is an
International Baccalaureate or IB school, meaning the teachers and administration stress
international understanding and respect, assessment, and rigorous academics. Shortridge consists
of grades 9 through 12. Shortridge is in an urban environment, located at 3401 N Meridian St,
Indianapolis, IN 46208, the heart of Indianapolis. I spent six weeks at Shortridge, one day each
week. I observed many different classes including: music and band, chemistry, English,
government, AP world history, computer science, and theatre. As I sat in on each class and
observed, I was able to focus on the peer interactions going on. I studied how teachers
encouraged peer interaction and how that impacted the students, for better or for worse.
Findings
The Drawbacks of Peer Interaction
Peer interaction in the classroom encourages student distraction and slacking. I do believe
that working with you peers is academically beneficial, but that doesnt mean there arent
drawbacks to it. For example, when given the opportunity to work with peers, many students use

Running head: PEERS PROMOTE ACHIEVEMENT AND ENGAGEMENT

it as a time to goof off and have fun with their friends. They lose focus of the task at hand and
end up wasting their and their teachers time. During one of my visits at Shortrirdge High
School, I sat in on a Computer Science class. Throughout the class period, the students were
given time to work on a project. They were prompted to begin working on an e-portfolio for
themselves. They were required to look at examples online to help them get ideas for what to do.
This was their free time to work and most turned it into a partner project. Throughout the
classroom, students were asking their neighbors for help as they tried to complete the task. The
students sat in small groups and many took advantage of their fellow peers by getting second
opinions and advice. They were using their peers to their academic advantage. Not everyone was
doing this though. I sat down at a table with two sophomore boys and they had turned the project
into their own form of amusement. One of the boys had found a number to call on one of the eportfolios and he decided, to his buddys amusement, that he should call it. As he began to make
the call, the teacher came over to see what was making the boys laugh so much. The teacher had
to redirect the boys to the project. Afterward he informed me that when he lets them sit together,
he has to keep an eye on them to make sure theyre getting their work done and are not goofing
off. The two are an unproductive duo, as they tend to distract one another from the whatevers
going on in class. This scenario shows how important teacher intervention is when students are
given the opportunity to work with one another. Peer interaction is only as beneficial as the
students and the teacher make it to be.
A Lack of Peer Interaction
I would like to give the teacher the benefit of the doubt and start by saying I may have
observed this classroom on an off day. That being said, during one of my Shortridge visits, I sat
in on a chemistry class. The teacher spent the period going over homework problems. A student

Running head: PEERS PROMOTE ACHIEVEMENT AND ENGAGEMENT

would give her a problem and she, with the assistance of the students, would go over it step by
step. With the exception of the teacher, the classroom was dead silent. The only times the
students spoke to one another was when they were discussing things not relating to school. In
this case, peer interactions were not beneficial. The teacher called on students randomly and
many times the student would stammer in response to her question. It was a rare occurrence to
see a student raising his or her hand voluntarily. Again, maybe the students had just been given
new material or had recently taken a test, but the day that I observed, they were disengaged. The
teacher did not facilitate any peer interaction; and if that is the case every time, the students
wont get the chance to get to know one another and eventually become comfortable around each
other. The classroom, in my opinion, was a poor learning environment as none of the students
were actively participating with the teacher, with their peers, or with their learning.
The Benefits of Peer Interaction
During one of my Shortridge visits, it was clear that Mr. Gawdzik, one of the English
teachers, understood the importance of peer interactions. He assigned the students a project that
required them to create a radio broadcast about an event similar to one in the book The War of
the Worlds, which they just read. They had free reign and almost complete control over this
project. The event could be anything they wanted it to be as long as it was something fantastical
or great. The students had the entire period to come up with their idea; their only requirement
was to e-mail Mr. Gawdzik their idea by the time the period ended. Along with having control
over what their project was, students also had the choice to work with a partner. Every single
person in the class chose to work with a partner; and the results were inspiring. Every student
was engaged; I saw equal participation from every partnership. Even though this was my first
time in Mr. Gawdziks classroom, I could infer that he has spent the year fostering strong peer

Running head: PEERS PROMOTE ACHIEVEMENT AND ENGAGEMENT

relations. As far as I could tell, none of the students seemed to be holding back or scared of
voicing their opinion. The students bounced ideas off one another, using each others thoughts as
a trampoline to take their ideas to higher places. Together, they came up with strong ideas. They
worked through possible flaws and mistakes together. Not only were the students engaged, but
also the atmosphere in the classroom was great. All of the students were laughing and smiling.
They were learning and having fun while doing so.
Conclusion
Ultimately, my findings have influenced me as a future educator. As someone who has
gone through classes where peer relationships havent been fostered, I understand what it feels
like to be disengaged in the classroom. I know what effects this can have on your school career
and attitude in the classroom. I never want my students to feel like they cant participate or
engage with one another. Seeing how helpful peer interactions in the classroom can be, I want to
be a teacher who creates positive and secure peer relations, which allows for a safe and worryfree environment. Students should not be scared to learn. Learning is a gift, which I hope is an
idea I can instill in all of my future students.

Running head: PEERS PROMOTE ACHIEVEMENT AND ENGAGEMENT

10

References
Grossen,M.(1994).TheoreticalandMethodologicalConsequencesofaChangeintheUnitofAnalysisfor
theStudyofPeerInteractionsInaProblemSolvingSituation.EuropeanJournalofPsychologyof
Education,9(2),159173.doi:1994
Kapuco,N.(2012).ClassroomasCommunitiesofPractice:DesigningandFacilitatingLearningina
NetworkedEnvironment.JournalofPublicAffairsEducation,18(3),585610.doi:2012
Kumpulainen,K.(n.d.).Situationalmechanismsofpeergroupinteractionincollaborativemeaning
making:
Processesandconditionsforlearning.EuropeanJournalofPsychologyofEducation, 15(4),431454.
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