American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2019, 7(7), 491-498
DOI: 10.12691/education-7-7-9
Open AccessArticle

Peer to Peer Synchronous Interaction and Student Engagement: A Perspective of Postgraduate Management Students in a Developing Country

Nazlee Siddiqui1, , Khasro Miah2 and Afreen Ahmad3

1Tasmanian School of Business and Economics, University of Tasmania, Sydney, Australia

2School of Business and Economics, North South University, Dhaka, Bangladesh

3Southeast Business School, Southeast University, Dhaka, Bangladesh

Pub. Date: July 10, 2019

Cite this paper:
Nazlee Siddiqui, Khasro Miah and Afreen Ahmad. Peer to Peer Synchronous Interaction and Student Engagement: A Perspective of Postgraduate Management Students in a Developing Country. American Journal of Educational Research. 2019; 7(7):491-498. doi: 10.12691/education-7-7-9


The purpose of this study is to investigate the association between synchronous peer to peer interaction (PPSI) and student engagement in postgraduate management units in Bangladesh. Understanding of this association focused on outcomes of engagement with learning materials and workplace relevant learning. This study utilized an interventional and convergent parallel mixed methods research design. A PPSI intervention, involving teamwork of five students from working and non-working status, was applied on 80 students in two different management units. The intervention was followed by a survey on student’s perception of the association between PPSI and student engagement, which received 80% response rate. Content analysis was applied to the qualitative survey data while quantitative data were analyzed with SPSS software. Participant profile were 60% female, 95% below the age of 30 and 71% having work experience. The study found a significant positive association (r =.53) between PPSI and student engagement in postgraduate management study in Bangladesh. Peer to peer interaction helped students to collect different viewpoints, engage with learning material and practice workplace relevant skills. However, success of PPSI is influenced by factors such as task design, student’s attitude toward teamwork and ease of use of technology. This study is first of its kind to explore the in-depth relationship between PPSI and student engagement in an education setting in a developing country. It could open avenues for further research on designing and implementation of PPSI for student centered and work relevant learning, across developed and developing countries.

peer to peer synchronous interaction student engagement workplace relevant learning engagement with learning materials

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