Application of Lev Vygotsky’s Sociocultural Approach to Foster Students’ Understanding and Learning Performance

Abstract

The current study endeavours to explore the application of the Vygotskian sociocultural approach to students’ cognitive development, particularly as related to the employment of experiential and peer learning, from both teacher and student perspectives. This is followed by a discussion of the inferences made in relation to the contributions of experiential and peer learning as salient educational delivery modes. As such, a presentation of teachers’ recounts about learning to teach, and students’ reflections on teaching to learn are provided. Finally, the current study concludes with: 1) Insightful erudition learning and teaching curves impacting students’ performance, retention and progression; and 2) Directions for future research in the area.