Abstract
Peer instruction has been widely used in science, technology, engineering and mathematics classes as an alternative to traditional instructor-centred lectures. The method is learner-centred and relies on a strong interaction among students in the classroom. This paper shows that the binomial test can be used to perform a quantitative analysis of the interaction that follows each multiple-choice question posed by the instructor. We present the results of applying this test to simulated classroom scenarios and in-class actual data. We show that the statistical significance of the interaction among students depends only on the number of alternatives of the question, the total number of students who switch their answers before and after the discussion with peers and the number of students who switch from an incorrect to the correct alternative.
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