ERIC Number: EJ1087755
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Reference Count: N/A
Comparing the Effectiveness of Peer Instruction to Individual Learning during a Chromatography Course
Morice, J.; Michinov, N.; Delaval, M.; Sideridou, A.; Ferrières, V.
Journal of Computer Assisted Learning, v31 n6 p722-733 Dec 2015
Peer instruction has been recognized as an instructional method having a positive impact on learning compared to traditional lectures in science. This method has been widely supported by the socio-constructivist approach to learning giving a positive role to interaction between peers in the construction of knowledge. As far as we know, no study has been conducted from the socio-cognitive approach which suggests that individuals working alone perform better than those interacting with others in groups. Thus, the aim of the present study was to examine whether peer instruction improves learning when compared with an individual learning method that does not require any interaction with peers. After being randomly divided into either a peer instruction or an individual learning condition in a chromatography course, students had to answer to a series of multiple-choice questions using clickers at the beginning (pre-test) and end of (post-test) the session. Results revealed that the percentage of correct answers increased similarly from the pre- to the post-test in both conditions. Nevertheless, students perceived the peer instruction method as being more satisfying, engaging and useful than the individual learning method. The findings revealed that peer instruction provides subjective benefits, but failed to demonstrate a greater learning gain.
Descriptors: Peer Teaching, Science Instruction, Social Cognition, Peer Influence, Teaching Methods, Comparative Analysis, Chemistry, Multiple Choice Tests, Audience Response Systems, Handheld Devices, Pretests Posttests, Student Attitudes
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Publication Type: Journal Articles; Reports - Research
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