The Impact of Peer Support (Buddy System) Intervention on the Academic Achievement and Social Development of Elementary School Students in Inclusive Classrooms in UAE
Date
2024-02
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Journal ISSN
Volume Title
Publisher
The British University in Dubai (BUiD)
Abstract
This study examined the efficacy of a peer support intervention (buddy system) in inclusive classrooms at a government school in Fujairah, UAE. Specifically, it focused on how the intervention influenced the academic performance and social development of elementary school students. This study used a semi-experimental approach which allowed insight into a real-world example of the use of peer support intervention in an inclusive classroom. A mixed-methods approach to data collection was also employed, integrating quantitative evaluations of academic performance on standardised tests, survey data from questionnaires and qualitative data about social development from interviews with students. Descriptive statistics and t-tests were used for quantitative data analysis, while thematic analysis was used for qualitative data analysis. The findings showed a notable beneficial effect of the buddy system on academic performance and social development. The findings also revealed the development of strong peer relationships, better communication skills, and improved teamwork abilities in students participating in the buddy system. These findings highlight the efficacy of the buddy system, in promoting holistic growth among diverse student populations and the need for utilising cooperative and inclusive methods to enhance academic success and social development for students in Government schools.
Description
Keywords
peer support, inclusive education classroom, social development, academic achievement, UAE