Peer-Assisted Learning in STEM (PALS): Improving Academic Self-Efficacy

Abstract

Peer tutoring and mentoring programs are important educational tools that promote academic success through collaboration, mutual support, and confidence building. Peer-Assisted Learning in STEM (PALS) is a program initiative that targets first-year STEM (Science, Technology, Engineering, and Mathematics) students to improve their academic confidence. This was achieved by providing structured peer mentorship and focused skill development. Forty-six students participated in an eight-week program paired with one peer mentor, who acted as a tutor at the campus STEM tutoring center. The program stressed active engagement, multiple peer modeling strategies, and customized learning approaches while also covering the hidden curricula important to student success. This study examines the effect of the PALS program on students’ self-efficacy and academic performance, as well as how several demographic factors influence the pairing of mentors and mentees. Assessments before and after the intervention showed that students were more confident in their study skills and ability to navigate college, showing that structured peer mentor support helps students believe in their academic success. Precise matching of mentor and mentee demographics yields no significant difference in grade outcomes, suggesting that factors beyond simple representation may influence student success. These findings reinforce the importance of peer mentorship in developing equitable educational opportunities in the STEM fields. PALS-like programs create supportive educational settings that increase student retention, engagement, and self-efficacy by incorporating both academic and hidden curricula.