Why some students learn better from their classmates than from lectures

For some students, a difficult lesson becomes easier to understand when a classmate explains it in a different way. A mathematical problem that seemed confusing during a lecture may suddenly make sense when a fellow student breaks it down into simpler steps. Similarly, a learner who struggles to follow a teacher’s explanation may understand a concept after discussing it with a friend who has recently overcome the same difficulty.

This does not necessarily mean that classmates are better teachers than professional educators. Rather, it highlights an important aspect of learning: students sometimes understand information more easily when it is explained in language, examples and experiences they can readily relate to. Learning also involves asking questions, making mistakes, discussing ideas and receiving feedback, all of which can happen naturally during interactions between classmates.

Known as peer learning, this approach allows students to learn from one another through discussions, group assignments, shared revision and informal explanations. When properly encouraged, it can complement classroom teaching, strengthen understanding and help students develop confidence in their academic abilities.

However, peer learning is not automatically effective in every situation. Its success depends on the quality of explanations, the accuracy of the information shared and the willingness of students to participate. Understanding why some learners benefit more from discussions with classmates than from lectures can help teachers create classrooms where different learning experiences work together to improve academic outcomes.

Classmates speak the same language

One major reason some students learn better from their classmates is that they often communicate in familiar language. A teacher may understand a subject deeply and explain it accurately, but the explanation may include technical terms, complex examples or assumptions that some learners have not yet grasped. A classmate who has recently struggled with the same topic may understand where the confusion begins and explain it in a way that feels more accessible.

For instance, a teacher explaining algebra may introduce a formula and demonstrate how it works. A student who understands the formula may then explain the process to a friend using a simpler example, breaking the calculation into smaller steps. Because both learners have recently encountered the same difficulty, the explanation may address the exact point at which the other student became confused. What appeared complicated during the lecture may become easier to understand through this informal conversation.

The advantage is not necessarily that students possess more knowledge than their teachers. Rather, classmates may be better positioned to recognise certain learning difficulties because they have experienced similar challenges themselves. They may remember which part of a lesson was confusing, what helped them understand it and which mistakes they initially made. Sharing these experiences can make explanations more relatable and less intimidating.

In addition, students may feel more comfortable admitting that they do not understand something when speaking to a friend than when addressing a teacher in front of an entire class. Some learners worry that asking questions will make them appear unintelligent, especially in classrooms where mistakes attract ridicule or harsh criticism. A conversation with a trusted classmate may provide a less intimidating opportunity to ask for clarification without feeling embarrassed.

This is particularly important in classrooms where learners have different levels of confidence. A student who rarely raises a hand during a lecture may be willing to ask a friend to explain a difficult passage or demonstrate how to solve a problem. Once the student understands the concept, they may feel more confident contributing during subsequent lessons.

Peer discussions can also help students connect abstract ideas with familiar experiences. A learner explaining a scientific principle might use an everyday example involving water, cooking or movement to make the concept easier to understand. Similarly, classmates revising a history topic may remember events more effectively when they discuss the reasons behind them rather than simply memorising dates.

However, the quality of peer explanations matters. Students can misunderstand a concept and unintentionally pass the error to others. Therefore, classmates should complement the teacher’s instruction rather than replace it. Teachers remain responsible for clarifying misconceptions, confirming accurate explanations and ensuring that students develop a sound understanding of the subject.

Explaining helps the brain learn

Another reason students may benefit from learning with classmates is that explaining information to someone else requires them to organise and examine their own understanding. Reading notes or listening to a lecture can provide important information, but students may not immediately recognise whether they have understood it well enough to explain it independently.

When a student teaches a concept to a classmate, they must recall what they have learnt, arrange the ideas logically and communicate them in a way another person can understand. If they cannot explain a particular step, the difficulty may reveal a gap in their own knowledge. This gives them an opportunity to revisit the material, ask questions and strengthen their understanding.

For example, a student preparing for a biology examination may believe they understand how digestion works because they can recognise the relevant information in a textbook. However, when a classmate asks them to explain the process without looking at their notes, they may struggle to remember the sequence or describe the role of particular organs. Attempting to explain the topic reveals what they know and what they still need to revise.

This process can make peer learning beneficial for both students. The learner receiving the explanation gains another opportunity to understand the concept, while the student doing the explaining strengthens their ability to recall and communicate the information. Nevertheless, explaining a topic does not automatically guarantee that it has been understood correctly, which is why teacher guidance and accurate learning materials remain essential.

Research provides evidence for the value of these interactions. A 2020 meta-analysis published in the Journal of Educational Psychology examined 71 studies involving 7,103 participants aged four to 18. The researchers found that peer interaction had a positive effect on learning compared with other learning conditions, although it was not more effective than interaction between a child and an adult in a one-to-one setting. The study also found that peer interaction was more effective when students were specifically instructed to reach an agreement.

These findings suggest that the benefits of learning with classmates come not simply from sitting together but from the intellectual work students do during their conversations. When learners compare answers, explain their reasoning and examine disagreements, they have more opportunities to identify gaps in their understanding than when they passively accept information.

Research on peer instruction offers further evidence. In a 2020 study published in Cognitive Research: Principles and Implications, researchers examined 208 undergraduate students across six classes as they answered questions, discussed their responses with classmates and answered again. Students generally became more accurate after discussing their answers with a peer. The researchers explored how discussion helped learners reconsider their reasoning and make more informed decisions.

Peer instruction is particularly useful because it combines individual thinking with discussion. Students first consider a question themselves, then compare their reasoning with a classmate before revisiting the problem. This process allows them to identify differences in understanding and reconsider an answer rather than simply copying what another student has written. Their findings indicated improvements in students’ conceptual reasoning and quantitative problem-solving skills when the approach was implemented.

Although these studies demonstrate the potential benefits of peer learning, they do not establish that every student learns better from classmates than from lectures. Results can vary according to the subject, age group, teaching method and quality of interaction. The more useful conclusion is that opportunities to discuss, explain and apply information can strengthen learning when they are appropriately integrated into instruction.

Peer learning can also make revision more active. Instead of repeatedly reading the same notes, students can ask one another questions, explain difficult concepts without referring to textbooks and identify areas that need further study. This requires learners to engage with information rather than merely recognise familiar words on a page.

Furthermore, discussions expose students to different ways of approaching a problem. Two classmates may arrive at the same answer using different methods, giving each learner an opportunity to compare their reasoning. In mathematics, one student may solve a problem by following a formula while another explains the underlying relationship between the numbers. Understanding both approaches can help students become more flexible in how they solve similar questions.

However, these benefits depend on active participation. If one student does all the work while the other copies the answers, little meaningful learning may take place. Effective peer learning requires students to explain their thinking, ask questions and contribute to solving the problem rather than simply sharing completed assignments.

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Lectures and peer learning work best together

Although some students find classmates’ explanations easier to understand, this does not mean lectures have become unnecessary. Teachers provide structured instruction, subject expertise and guidance that classmates may not possess. They can introduce new concepts, correct inaccurate information, explain difficult principles and connect individual topics to a wider body of knowledge.

A lecture can also give students a clear foundation before they begin discussing a topic with their peers. Without that foundation, learners may struggle to distinguish accurate explanations from plausible but incorrect ones. This is especially important in subjects that involve complex calculations, specialised terminology or concepts that require a carefully developed understanding.

The challenge is that listening alone may not provide enough opportunities for every student to test their understanding. In a large classroom, some learners may follow the lesson while others become confused, distracted or reluctant to ask questions. A teacher may not immediately recognise these difficulties, particularly when only a few students participate in discussions.

Combining lectures with peer learning can help address this gap. After explaining a concept, a teacher can give students a question to solve independently before allowing them to discuss their answers with a partner. The teacher can then invite students to explain their reasoning, address common misunderstandings and provide a final clarification. This approach gives learners time to think, discuss and apply what they have learnt.

The Education Endowment Foundation, an education research organisation in England, reports that collaborative learning approaches can have a positive effect on academic progress. Its evidence review indicates that pupils make an average of five additional months’ progress over an academic year through collaborative learning approaches, although the impact varies according to how the activities are designed and implemented. The organisation also emphasises the importance of structured tasks, active participation and clear shared goals.

This evidence highlights an important distinction: effective peer learning is not simply about allowing students to sit together. Activities must be designed so that each learner has a meaningful contribution to make. When students are assigned a shared problem to solve, for example, they have a reason to exchange ideas, explain their reasoning and work towards a common understanding.

Teachers can also use peer learning to identify gaps in understanding. When students discuss a question, the teacher can listen to their explanations and notice misconceptions that might not emerge during a conventional lecture. If several students misunderstand the same principle, the teacher can revisit it before moving to the next topic. Peer discussion therefore provides useful feedback for both learners and educators.

In addition, collaborative learning can support students who lack confidence in traditional classroom settings. A learner who is reluctant to speak before the entire class may find it easier to contribute within a small group. Once they have tested their ideas with classmates, they may become more comfortable sharing them during a wider discussion.

This can be valuable in Nigerian schools, where large class sizes and limited instructional resources may make individual attention difficult to provide consistently. Peer learning can create additional opportunities for students to discuss difficult topics, revise together and help one another understand classroom material. However, it should not become an excuse to leave students responsible for teaching themselves without adequate professional support.

Teachers must also ensure that peer learning does not reinforce existing inequalities. Students who perform well academically should not be expected to carry the entire responsibility for helping their classmates, while struggling learners should not be treated as incapable of contributing. Rotating roles, setting clear expectations and monitoring group discussions can help ensure that everyone participates.

Another concern is the spread of misinformation. A confident student may give an incorrect explanation that other learners accept without question. To prevent this, teachers should provide reliable materials, monitor discussions and encourage students to verify uncertain answers. Students must understand that confidence is not the same as accuracy and that asking a teacher for clarification remains an important part of learning.

Parents can also support constructive peer learning by encouraging children to form study groups, discuss schoolwork and explain difficult topics to one another. However, study sessions should focus on understanding rather than copying assignments or memorising answers without knowing what they mean. Students should be encouraged to attempt problems independently before comparing their approaches with others.

Ultimately, the purpose of combining lectures with peer learning is not to choose one method over the other. It is to recognise that students need opportunities to receive information, question it, discuss it and apply it. Teachers provide direction and expertise, while classmates can offer additional explanations and opportunities for practice. When these approaches work together, students have more ways to identify misunderstandings and develop a deeper grasp of what they are learning.

Conclusion

Some students learn better from their classmates than from lectures because peer discussions can make difficult concepts easier to understand, create a more comfortable space for questions and encourage learners to explain their thinking. Classmates may also recognise familiar learning difficulties and offer examples that make a lesson more relatable.

Research on peer interaction and peer instruction supports the value of structured discussion, particularly when students are encouraged to explain their reasoning, compare answers and work towards a shared understanding. However, peer learning is not automatically effective, and it cannot replace the expertise and guidance of qualified teachers.

Schools should therefore create opportunities for students to learn from one another while ensuring that classroom instruction remains accurate, structured and supportive. When lectures are combined with meaningful peer discussions, students can move beyond simply hearing information to actively understanding, questioning and applying it. The goal is not to make classmates substitutes for teachers, but to make learning a process in which both teachers and students contribute to academic growth.

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