Abstract
Peer instruction was used in our veterinary physiology course (N: 101) to test the hypothesis that peer instruction enhances the performance of high‐, middle‐, and low‐ performing students. Each class of 90 min. was divided into four to six short segments (~15 min) that were followed by a qualitative problem solving quiz. Students answered the quizzes individually and then in groups of 2 ‐ 4. Individual and group scores for every student were recorded. Students were stratified, based on the individual scores, into quartiles and classified as high‐ (HPS), upper middle‐ (UMPS), lower middle‐ (LMPS), and lower performing students (LPS). Paired T test (individual vs. group scores) and Hedge's method for effect size were used. Results are showed in Table below. In conclusion, peer instruction enhanced the performance for high‐, middle‐, and low‐ performing students, and its effects were greater when the student scores were low.Effect of Peer Instruction on student performance in a Veterinary Physiology course.
Published Version
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