Peer Assisted Study Sessions (PASS)


The UTAS Pass program regularly collects data from a variety of sources to investigate the impact of PASS on both student learning experiences and academic outcomes.

Since its inception at UTAS in 2007, the PASS program has conducted end-of-semester evaluations in order to assess the effectiveness of the program in achieving its aims. Statistical analyses of attendance and student results are conducted and students are surveyed to obtain both qualitative and quantitative data.

End-of-semester evaluations conducted to date, consistently demonstrate that students who attend PASS sessions regularly received a higher final average marks, compared with students who do not attend any PASS sessions, as illustrated in Figure 1.

Average final mark for students in all UTAS PASS supported units

Figure 1: Average final mark for students in all UTAS PASS-supported units (2007-2009).

In addition, student responses on 12 Likert scale items reported in the end of semester surveys consistently scored above 4 (out of 5). Student qualitative feedback on their participation in PASS is extremely positive with the majority of students reporting that PASS assists their learning of the subject, particularly in relation to concepts, and improved their study techniques. Students also report that participating in PASS contributes to their sense of belonging to the group and the broader university campus community. This is supported by strong retention rates for PASS-attendees.