Effectiveness Of Peer Instruction Research Articles

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

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.

The Effect of Peer Instruction on Conceptual and Operational Approaches Preferred in Problem Solutions

The level of using conceptual and operational knowledge is of great importance in the problem-solving process. The previous studies on the measurement of conceptual and operational knowledge, have been, especially examining the problem solutions or in discussing the views. On the other hand, rich learning environments should be established to overcome such difficulties in teaching mathematics in general and analytical geometry in particular. In this study, the researchers provide useful information to the literature since this study aimed to examine quantitatively, whether the peer instruction in analytic geometry has any effect on the conceptual and operational approaches of secondary school mathematics teacher candidates in problem solving. The sample of the research is composed of (including 22 females, and 1 males) secondary school mathematics teacher candidates. Considering the advantages of technological resources on learning, the learning management system (LMS) designed by the second author, was used during the question-answer process. Before the application, the course content was integrated into the online learning management system (LMS). The teacher candidates were divided into groups before the application. In this research, the first group will be presented in the context of the research problem. In the first group, the scores of the prospective teachers who wanted to use the second right to answer were not reduced. Conceptual & Operational Approach towards Problem-Solving scale, developed by Özyıldırım Gümüş and Umay (2018) was used as the data collection tool. One of the two options is conceptual and the other one is the operational. Thus, it is possible to decide on approaches from the responses. Since the value of this approach could be related with the data set, the cut-off point was determined by the ROC curve method in SPSS program and the data were analyzed descriptively by the reference to this cut-off point. It has been determined that the secondary school mathematics teacher candidates display a conceptual knowledge-based approach through peer instruction.

The Effect of Peer Instruction (PI) on the Pre-Service Teachers’ Learning of Current Electricity

This study was carried out to find out the effects of PI on the pre-service teachers’ learning of current electricity. The choice of pre-service teachers is hinged on the importance role teachers play in the student’s learning of sciences in schools. The study adopted pretest-posttest quasi-experimental design. 42 students of a College of Education in Nigeria were purposively sampled for the study. Two research questions were answered. Data were collected through Current Electricity Physics Assessment (CEPA) and the Peer Instruction Dialogical Argumentation Questionnaire (PIDAQ). The collected data were analyzed using the descriptive statistics and Analysis of Covariance (ANCOVA). Findings revealed that there is no significant difference in academic performance of students taught with the PI and those with the lecture method. Besides, PI improve students understanding in current electricity and students have many misconceptions in current electricity. The study made some recommendations.

The Effect of Peer Instruction on Promoting Student Nurses’ Learning in Medical-Surgical Nursing

The Effect of Peer Instruction on Promoting Student Nurses’ Learning in Medical-Surgical Nursing

Outcomes of Peer Instruction in an Infectious Diseases Elective Course for Third-Year Pharmacy Students

1. Monaghan MS, Cain JJ, Malone PM, Chapman TA, Walters RW, Thompson DC, Riedl ST. Educational technology use among US colleges and schools of pharmacy. Am J Pharm Educ. 2011;75(5):Article 87. 2. Association of American Medical Colleges. Effective Use of Educational Technology in Medical Education. Candler C, ed. Institute for Improving Medical Education. Washington, DC: AAMC, 2007. 3. Stolte SK, Richard C, Rahman A, Kidd RS. Student pharmacists’ use and perceived impact of educational technologies. Am J Pharm Educ. 2011;75(5):Article 92. 4. Relling AE, Giuliodori MJ. Effect of peer instruction on the likelihood for choosing the correct response to a physiology question. Adv Physiol Educ. 2015;39:167-71. 5. Bene KL, Bergus G. When learners become teachers: a review of peer teaching in medical student education. Fam Med. 2014;46:783-7. 0 10 20 30 40 50 60 70 80 90 100

The effectiveness of peer instruction and structured inquiry on conceptual understanding of force and motion: a case study from Thailand

This study proposed to investigate the effectiveness of learning activities based on a conceptual change theoretical framework by embedding a peer instruction method with structured inquiry (PISI) on tenth grade students’ understanding of force and motion concepts. This teaching method was compared to the existing traditional instruction (TI). Alternative conceptions of force and motion were determined through related literature and a preliminary study, carried out prior to instruction, was used for designing the teaching plans. A standardized test, Force and Motion Conceptual Evaluation (FMCE), was used to probe students’ conceptual understanding of the subject. The data were obtained from 156 students in the treatment group taught with the PISI and 119 students in the control group taught with the TI. Hake’s normalized gain indicated that the effectiveness of the TI was low (0.14) while the effectiveness of the PISI was medium (0.45). The Repeated Measures ANOVA comparing the pre‐ and post‐test change in each and overall scales of the FMCE between the two groups was significant (p<0.01). The results suggested that teachers with a similar school setting could adopt the PISI into their classroom in order to promote the learning of physics with conceptual understanding of the subject.