Exploring Peer Teaching in Science Education: Youth Volunteers’ Roles and Impacts

The qualitative study undertook an exploration of how the activities of youth volunteering and peer teaching provided opportunities for student development during engagement in a science research project within the school setting at a secondary school, Thailand. The themes being explored were relative to the following aspects: 1) educational opportunities, 2) challenges and support, 3) engagement and motivation, 4) feedback and interactions, 5) impact on interest, and 6) suggestions for improvement. Using a qualitative research approach, data were collected through semi-structured interviews with two project teachers and nine students (five Grade 11 and four Grade 12 students), selected through purposive sampling. The interview data were analyzed using thematic analysis to identify patterns in participants’ experiences. Results proved to be significant where professors and junior-senior students established a healthy peer-teaching environment. The senior students got ample opportunity for teaching and leadership through the above-mentioned roles. They were also implementing innovative teaching methodology like practical demonstrations and informal discussions to explain complicated concepts. Their communication and problem solving skills had also improved. Senior students were resilient and helped one another in dealing with some challenges such as a lack of equipment and occasional breakdowns in communication; they approached the teachers for assistance when there was a need. Resources were available, observing of the process of learning and activities facilitated, hence the role of the teachers was very important. They concluded that peer teaching enhances the efficiency and involvement of students in learning, though they recommended increasing incentive activities to take care of diverse interests among students. The results show that peer teaching does indeed provide a stimulating, inclusive learning environment with substantial advantages for both academic and personal growth. Some suggestions for further refining the peer teaching method include the solving of logistical problems, maintenance of effective incentive schemes, and improvement of feedback systems. These findings point to how peer interactions, student leadership, and teacher support through a scientific framework can change science education.