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ERIC Number: EJ990375
Record Type: Journal
Publication Date: 2012-Jun
Pages: 17
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-1609-4913
The Effects of Peer Instruction on Students' Conceptual Learning and Motivation
Gok, Tolga
Asia-Pacific Forum on Science Learning and Teaching, v13 n1 Article 10 Jun 2012
The aim of this study was to investigate the effects of peer instruction on college students' conceptual learning, motivation, and self-efficacy in an algebra-based introductory physics course for nonmajors. Variables were studied via a quasi-experiment, Solomon four-group design on 123 students. Treatment groups were taught by peer instruction. Control groups were taught by traditional didactic lecture method. To assess the effects of peer instruction, students were administered Force Concept Inventory and Motivated Strategies for Learning Questionnaire. Factorial analyses indicated that the treatment groups acquired significantly more conceptual learning, and were significantly more self-efficacious than students in the control groups. It was found that there were no significant differences in motivation between groups. (Contains 1 figure and 7 tables.)
Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire