Forthcoming and Online First Articles

International Journal of Teaching and Case Studies

International Journal of Teaching and Case Studies (IJTCS)

Forthcoming articles have been peer-reviewed and accepted for publication but are pending final changes, are not yet published and may not appear here in their final order of publication until they are assigned to issues. Therefore, the content conforms to our standards but the presentation (e.g. typesetting and proof-reading) is not necessarily up to the Inderscience standard. Additionally, titles, authors, abstracts and keywords may change before publication. Articles will not be published until the final proofs are validated by their authors.

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International Journal of Teaching and Case Studies (1 paper in press)

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  • I shouldnt have helped you! When and why the student helper resents helping the peer: a qualitative inquiry   Order a copy of this article
    by Shih Yung Chou, Niyati Kataria, Shainell Joseph, Charles Ramser 
    Abstract: Effective learning partly depends on students helping one another. Extant literature, however, lacks a theoretical underpinning that captures a student’s transition from deciding whether to help a peer to determining whether to continue helping the peer. Hence, this study seeks to answer the following questions qualitatively. Using a grounded theory approach with an axial coding analysis, we analysed qualitative data obtained from 113 undergraduate students enrolled in a business program via NVivo 12 for Windows. Results illustrate that students help their peers because it is the right thing to do, they master the course subject, and they are asked to help. Additionally, we find that students feel used or lied to, feel a give-and-take imbalance, and receive a lower grade, they become resentful. Interestingly, resentment experienced from helping a peer reduces students’ subsequent helping behaviour. This study offers recommendations to educators to alleviate resentment provoked by helping peers.
    Keywords: peer helping; resentment; learning.
    DOI: 10.1504/IJTCS.2023.10058761
     

 

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