The Effect of Peer Instruction Method on Pre-Service Teachers’ Conceptual Comprehension of Methodology Course

Safaa Mohammad Al-Hebaishi

doi:10.5539/jel.v6n3p70

Abstract

Peer teaching has become a productive learning strategy at all education levels. Peer Instruction Method is carried out in a range of forms and contexts like co-tutoring, reciprocal tutoring and discussion groups without teachers. To examine the effectiveness of using the peer instruction method to enhance the conceptual comprehension of pre-service teachers’ attending a methodology course. The participants included 78 female post-graduate English teachers, who were seeking to obtain their teaching qualifications and were enrolled in a teaching methodology course during the first semester of the 2015 academic year. Statistically significant differences were observed while examining peer instruction method and students’ achievements (t = .181; sig = .857). Higher score ranging from 4.5500 and 3.4000 was observed among students in regards of peer instruction method. It has been examined that lecture enjoyability is increased from peer instruction method. Students are more perceived towards making apparent viewpoints concerning course concepts. Peer instruction method positively influence on attitudes of treatment group to understand essential course concepts. Peer instruction method was effective in enhancing conceptual comprehension and that the participants harboured positive attitudes towards it.

Highlights

Learning is an active and dynamic process where individuals learn through work, practice, and experience rather than through memorization or observations
A quasi-experimental method was adopted based on a pre and post test design, and peer instruction method was used to teach course concepts to the treatment group; whereas, the comparison group was exposed to traditional teaching approach
Statistical analysis invalidated the second half of the null hypothesis, as there were statistically significant differences between both groups’ average mean post-test scores

Summary

Introduction

Learning is an active and dynamic process where individuals learn through work, practice, and experience rather than through memorization or observations. A situation encouraging the students to learn from each other without the intervening of any teacher is characterized as peer-instruction (Cuban, Kirkpatrick, & Peck, 2001). It is recognized as the pairing of students to enhance the processes of learning within classrooms (Note 1) (Shapiro et al, 2013). It has been further evaluated that students’ perceptions are mainly developed through informal approaches by their teachers during educational processes; in the form of hints (Ma et al, 2014)

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Conclusion