Improving Peer Learning for Students' Academic Performance: The Case of Second Year Rural Development and Agricultural Extension Students, College of Agriculture, Wolaita Sodo University

Modern universities are facing challenges due to the increasing number of young people attending higher education. The sheer number of students raises the question of how to organize teaching-learning activities that allow the students to become active learners and engaged participants in academic discussions within their disciplines rather than passive spectators. Mass universities face heterogeneous students of those who are motivated by career opportunities and need situational motivation to engage in deep levels of learning that are necessary to reach the necessary deep level of understanding of the often complex phenomena studied at the university level. Within the last decade, "student-centered" instructional methods have become increasingly popular in higher education and one such method is peer learning. Peer learning was not well understood in earlier education system as it was perceived learning as matter of competition rather than cooperative. Still there are evidences showing that not all students are willingly involved and participating in the process of peer learning at higher institution. Therefore, this study is intended to identify factors affecting peer learning, and thereby to improve students' academic performance through strengthening peer learning. In this regard, all the third year students of Rural Development and Agricultural Extension were taken and interviewed. The descriptive results revealed that there is awareness problem among some students about the importance of peer learning. Moreover, many students were engaged in peer learning outside the classroom learning only for a few activities and not regularly practiced.