Effects of peer instruction on academic achievement: a meta-analysis

Abstract

ABSTRACT Academic success has become an important educational goal that directs the nature of a learning process. Peer instruction is one of the learning methods used to achieve this end. The impacts of peer instruction on academic achievement can be determined more clearly by taking a holistic perspective at past experimental studies conducted in this field. A meta-analysis was conducted with effect sizes obtained from 43 studies along this direction. It was determined that the effect of peer instruction on academic achievement is high, positive, and significant (g = +0.92, 95% CI = [0.75, 1.10]). When the various potential moderators (education level, course type, duration of intervention and number of participants) that may contribute to the heterogeneity of the findings are examined, the differences between studies conducted in the field of science and studies involving secondary school students are striking. In addition, it is also found that short-term educational interventions with fewer participants are more effective. The implications and limitations of the study is that future research may focus on creating learning environments that encourage peer instruction through the combination of different teaching and learning techniques.