Assessing the Effectiveness of Training Methods on Preparedness for Peer-instructors Within a High School Scientific Instructional Training Program

Abstract

Training of peer instructors prepares them with the proper skills to effectively communicate scientific curriculum to younger students. Evaluating training methods helps determine the preparedness of the peer instructors and allows for more effective training development. This research study was conducted on high school students within a K-8 teaching environment, with the purpose of this study being to determine the perceived effectiveness of various training methods in preparing peer instructors to guide scientific curricular experiences. Data was evaluated using a mixed-methods approach, employing post-instruction and training reflection surveys, allowing students to reflect on their experiences. Preliminary findings indicate that students prefer in-person training sessions lasting longer than 45 minutes with specific preference for inclusion of online lesson plans and training in behavior and classroom management. Peer instructors felt these aspects helped them successfully answer students' questions and understand the lab’s organization and curricular material further improving their instructional capability.