This action research aimed to enhance student engagement in the One-to-Five peer learning model among second-year Chemistry and Mathematics students at Wolkite University. Although peer learning strategies have been introduced across Ethiopian higher education institutions, actual student participation has remained limited due to several persistent challenges. These included low awareness of the model’s benefits, inadequate mentorship from instructors, poorly structured peer groups, lack of learning resources, and generally negative attitudes toward collaborative learning environments. To address these issues, the study employed a mixed-methods approach, utilizing questionnaires, direct classroom observations, focus group discussions, and academic performance records to gather comprehensive data. A census method was used, involving all 21 students from the target departments to ensure inclusiveness and accuracy. The intervention strategy consisted of structured awareness-raising sessions, consistent mentorship support, provision of relevant educational materials, and improved time allocation for peer group activities. Post-intervention evaluations demonstrated significant improvements in student attitudes, participation levels, and academic confidence. Students reported a stronger sense of ownership in the learning process and improved collaboration within their groups. These findings indicate that with the right support mechanisms, the One-to-Five peer learning model can be an effective strategy for enhancing student engagement and academic performance in university settings.
| Published in | Higher Education Research (Volume 10, Issue 4) |
| DOI | 10.11648/j.her.20251004.11 |
| Page(s) | 128-140 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2025. Published by Science Publishing Group |
Peer Learning, One-to-five, Active Participation, Active Learning, Cooperative Learning
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APA Style
Getachew, S., Hunde, E., Atnaf, T., Zewdu, M., Dagne, W., et al. (2025). Enhancing Student Engagement in the One-to-Five Peer Learning Model Among Second-year Chemistry and Mathematics Students at Wolkite University. Higher Education Research, 10(4), 128-140. https://doi.org/10.11648/j.her.20251004.11
ACS Style
Getachew, S.; Hunde, E.; Atnaf, T.; Zewdu, M.; Dagne, W., et al. Enhancing Student Engagement in the One-to-Five Peer Learning Model Among Second-year Chemistry and Mathematics Students at Wolkite University. High. Educ. Res. 2025, 10(4), 128-140. doi: 10.11648/j.her.20251004.11
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author = {Shewa Getachew and Endalkachew Hunde and Tsegaye Atnaf and Mekash Zewdu and Waltengus Dagne and Zemedkun Siraj},
title = {Enhancing Student Engagement in the One-to-Five Peer Learning Model Among Second-year Chemistry and Mathematics Students at Wolkite University},
journal = {Higher Education Research},
volume = {10},
number = {4},
pages = {128-140},
doi = {10.11648/j.her.20251004.11},
url = {https://doi.org/10.11648/j.her.20251004.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20251004.11},
abstract = {This action research aimed to enhance student engagement in the One-to-Five peer learning model among second-year Chemistry and Mathematics students at Wolkite University. Although peer learning strategies have been introduced across Ethiopian higher education institutions, actual student participation has remained limited due to several persistent challenges. These included low awareness of the model’s benefits, inadequate mentorship from instructors, poorly structured peer groups, lack of learning resources, and generally negative attitudes toward collaborative learning environments. To address these issues, the study employed a mixed-methods approach, utilizing questionnaires, direct classroom observations, focus group discussions, and academic performance records to gather comprehensive data. A census method was used, involving all 21 students from the target departments to ensure inclusiveness and accuracy. The intervention strategy consisted of structured awareness-raising sessions, consistent mentorship support, provision of relevant educational materials, and improved time allocation for peer group activities. Post-intervention evaluations demonstrated significant improvements in student attitudes, participation levels, and academic confidence. Students reported a stronger sense of ownership in the learning process and improved collaboration within their groups. These findings indicate that with the right support mechanisms, the One-to-Five peer learning model can be an effective strategy for enhancing student engagement and academic performance in university settings.},
year = {2025}
}
TY - JOUR T1 - Enhancing Student Engagement in the One-to-Five Peer Learning Model Among Second-year Chemistry and Mathematics Students at Wolkite University AU - Shewa Getachew AU - Endalkachew Hunde AU - Tsegaye Atnaf AU - Mekash Zewdu AU - Waltengus Dagne AU - Zemedkun Siraj Y1 - 2025/06/26 PY - 2025 N1 - https://doi.org/10.11648/j.her.20251004.11 DO - 10.11648/j.her.20251004.11 T2 - Higher Education Research JF - Higher Education Research JO - Higher Education Research SP - 128 EP - 140 PB - Science Publishing Group SN - 2578-935X UR - https://doi.org/10.11648/j.her.20251004.11 AB - This action research aimed to enhance student engagement in the One-to-Five peer learning model among second-year Chemistry and Mathematics students at Wolkite University. Although peer learning strategies have been introduced across Ethiopian higher education institutions, actual student participation has remained limited due to several persistent challenges. These included low awareness of the model’s benefits, inadequate mentorship from instructors, poorly structured peer groups, lack of learning resources, and generally negative attitudes toward collaborative learning environments. To address these issues, the study employed a mixed-methods approach, utilizing questionnaires, direct classroom observations, focus group discussions, and academic performance records to gather comprehensive data. A census method was used, involving all 21 students from the target departments to ensure inclusiveness and accuracy. The intervention strategy consisted of structured awareness-raising sessions, consistent mentorship support, provision of relevant educational materials, and improved time allocation for peer group activities. Post-intervention evaluations demonstrated significant improvements in student attitudes, participation levels, and academic confidence. Students reported a stronger sense of ownership in the learning process and improved collaboration within their groups. These findings indicate that with the right support mechanisms, the One-to-Five peer learning model can be an effective strategy for enhancing student engagement and academic performance in university settings. VL - 10 IS - 4 ER -
Department of Physics, Wolkite University, Wolkite, Ethiopia
Department of Chemistry, Wolkite University, Wolkite, Ethiopia
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