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A meta-analysis on the impact of peer instruction on students’ learning.

Peer instruction (PI) is an interactive teaching strategy that has been widely implemented in a variety of disciplines and institutions to improve students’ learning through discussions and collaboration among peers. The main objective of this study paper is to provide an overview of the impact of P...

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Main Authors: Mohd. Rameli, Mohd. Rustam, Mohd. Kosnin, Azlina, Woo, Pei Syan
Format: Article
Language:English
Published: Penerbit UTM Press 2022
Subjects:
L Education (General)
Online Access:http://eprints.utm.my/104633/1/PeiSyanWooMohdRustamMohdRameliAzlinaMohdKosnin2022_AMetaAnalysisontheImpactofPeerInstruction.pdf
http://eprints.utm.my/104633/
http://dx.doi.org/10.11113/sh.v14n3.1943
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spelling my.utm.1046332024-02-21T08:43:16Z http://eprints.utm.my/104633/ A meta-analysis on the impact of peer instruction on students’ learning. Mohd. Rameli, Mohd. Rustam Mohd. Kosnin, Azlina Woo, Pei Syan L Education (General) Peer instruction (PI) is an interactive teaching strategy that has been widely implemented in a variety of disciplines and institutions to improve students’ learning through discussions and collaboration among peers. The main objective of this study paper is to provide an overview of the impact of PI on students’ learning in cognitive and affective domains. The methodology was carried out based on a literature review search strategy through an online database of ERIC and other web-based service providers such as ScienceDirect, Springer Link, IEEE Xplore Digital Library and Google Scholar. The keywords used in the search included peer instruction, peer instruction in primary school, peer instruction in secondary school and peer instruction in higher education. The results of this meta-analysis revealed that most studies tend to focus more on the cognitive domains as PI could enhance students’ achievement, problem-solving skills, conceptual understanding, learning gain as well as critical and creative thinking skills. For affective aspects, students perceived greater satisfaction along with a positive shift in attitudes and beliefs. Most studies were focused on students at the tertiary level and were mainly conducted in the western contexts. The findings from this meta-analysis will give a clear picture to educators regarded the benefits of implementing PI to achieve a successful teaching and learning process. Penerbit UTM Press 2022-12 Article PeerReviewed application/pdf en http://eprints.utm.my/104633/1/PeiSyanWooMohdRustamMohdRameliAzlinaMohdKosnin2022_AMetaAnalysisontheImpactofPeerInstruction.pdf Mohd. Rameli, Mohd. Rustam and Mohd. Kosnin, Azlina and Woo, Pei Syan (2022) A meta-analysis on the impact of peer instruction on students’ learning. Sains Humanika, 14 (3). pp. 21-27. ISSN 2289-6996 http://dx.doi.org/10.11113/sh.v14n3.1943 DOI: 10.11113/sh.v14n3.1943
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
language English
topic L Education (General)
spellingShingle L Education (General)
Mohd. Rameli, Mohd. Rustam
Mohd. Kosnin, Azlina
Woo, Pei Syan
A meta-analysis on the impact of peer instruction on students’ learning.
description Peer instruction (PI) is an interactive teaching strategy that has been widely implemented in a variety of disciplines and institutions to improve students’ learning through discussions and collaboration among peers. The main objective of this study paper is to provide an overview of the impact of PI on students’ learning in cognitive and affective domains. The methodology was carried out based on a literature review search strategy through an online database of ERIC and other web-based service providers such as ScienceDirect, Springer Link, IEEE Xplore Digital Library and Google Scholar. The keywords used in the search included peer instruction, peer instruction in primary school, peer instruction in secondary school and peer instruction in higher education. The results of this meta-analysis revealed that most studies tend to focus more on the cognitive domains as PI could enhance students’ achievement, problem-solving skills, conceptual understanding, learning gain as well as critical and creative thinking skills. For affective aspects, students perceived greater satisfaction along with a positive shift in attitudes and beliefs. Most studies were focused on students at the tertiary level and were mainly conducted in the western contexts. The findings from this meta-analysis will give a clear picture to educators regarded the benefits of implementing PI to achieve a successful teaching and learning process.
format Article
author Mohd. Rameli, Mohd. Rustam
Mohd. Kosnin, Azlina
Woo, Pei Syan
author_facet Mohd. Rameli, Mohd. Rustam
Mohd. Kosnin, Azlina
Woo, Pei Syan
author_sort Mohd. Rameli, Mohd. Rustam
title A meta-analysis on the impact of peer instruction on students’ learning.
title_short A meta-analysis on the impact of peer instruction on students’ learning.
title_full A meta-analysis on the impact of peer instruction on students’ learning.
title_fullStr A meta-analysis on the impact of peer instruction on students’ learning.
title_full_unstemmed A meta-analysis on the impact of peer instruction on students’ learning.
title_sort meta-analysis on the impact of peer instruction on students’ learning.
publisher Penerbit UTM Press
publishDate 2022
url http://eprints.utm.my/104633/1/PeiSyanWooMohdRustamMohdRameliAzlinaMohdKosnin2022_AMetaAnalysisontheImpactofPeerInstruction.pdf
http://eprints.utm.my/104633/
http://dx.doi.org/10.11113/sh.v14n3.1943
_version_ 1792147904175013888
score 13.211869

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