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ERIC Number: EJ1139265
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1927-5250
The Effect of Peer Instruction Method on Pre-Service Teachers' Conceptual Comprehension of Methodology Course
Al-Hebaishi, Safaa Mohammad
Journal of Education and Learning, v6 n3 p70-82 2017
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 = 0.181; sig = 0.857). 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.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia