Evaluating the Impact of Peer-Led Study Groups on Student Success in Lower-Division Mathematics and Statistics Courses

Mathematics self-efficacy (MSE) is a key predictor of student performance, motivation, and long-term engagement, influenced negatively by anxiety and positively by enjoyment and self-concept (Živković, 2023; Sørlie Street et al., 2024; Yang, 2024). Peer interactions improve learning outcomes, reduce anxiety, and enhance self-perception (Ashman, 2011; Moliner, 2020a/b). This study examines cognitive and non-cognitive outcomes of a peer-led tutoring program at CSU Monterey Bay. Using a mixed-methods design, We assessed cognitive impacts in 400 students and explored affective/social processes through 10 interviews. Quantitative analyses compared regular MSC attendees (≥5 sessions/semester) with non-attendees on academic performance, self-efficacy, and motivation using attendance logs, course grades, and validated surveys. Thematic coding of interviews examined affective responses (reduced anxiety, increased confidence), collaborative learning (scaffolding and peer support), and equity/accessibility in post-COVID pedagogy. Findings suggest MSC enhances confidence, fosters collaboration, and reduces systemic barriers, offering scalable insights for STEM peer-led interventions.

(Presenter Navid Armarlou and Co-Author Gabriel Chavez will be available to answer questions.)