Decoding the Pedagogical Efficacy of Peer-Mediated Learning Ecosystems: An Analysis of Cognitive Gains in Quantitative Disciplines

Abstract

This study examines the pedagogical effectiveness of peer-mediated learning ecosystems in enhancing cognitive gains within quantitative disciplines, such as mathematics and engineering. The aim is to explore how peer-mediated learning interventions influence academic performance and cognitive development among students enrolled in rigorous quantitative courses. The study assesses the relationship between participation in peer-mediated learning and students' cognitive growth, with a particular focus on their academic performance before and after the intervention. The objective is to evaluate whether peer-mediated learning ecosystems lead to measurable improvements in cognitive abilities, as evidenced by performance data from engineering mathematics courses. The methodology involves the use of quantitative data derived from student performance records, emphasizing the correlation between peer-assisted learning activities and academic achievement. The results show a significant positive correlation between involvement in peer-mediated learning and cognitive improvements, with students demonstrating enhanced problem-solving skills and increased academic performance in their quantitative subjects. These findings suggest that peer mentoring interventions are highly effective in fostering cognitive gains, improving academic outcomes, and promoting a deeper understanding of complex topics in quantitative disciplines. The findings contribute to the broader discourse on innovative teaching methods and provide valuable insights for developing future educational strategies in STEM education.