DOES DISCUSSION HAVE EFFECT ON STUDENTS’ RESPONSES?
Abstract
Peer instruction teaching method has become an efficient learning strategy at all education grades. Peer teaching method developed by Eric Mazur can be defined as a technique in which participants actively participate in the education process by discussing in a peer group and helping each other in the group during the lesson. The aim of the present research was to investigate the effect of discussion in peer instruction techniques during the lecture. The application was carried out five weeks with 30 students in the first-course education mathematics students in an introduction to mathematical analysis lesson at Suleyman Demirel University in Kazakhstan. Concept test questions were asked to students during the lecture. We analyzed the answers of 32 multiple-choice conceptual different questions. We measured the data by using a t-test (p=.000). The results showed the discussion has a significant influence on the change of students’ responses from inaccurate to accurate answers as previous studies.Keywords: Peer instruction, active learning method, discussion.References
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Bruck, A. D., & Towns, M. H. (2009). Analysis of classroom response system questions via four lenses in a general chemistry course. Chemistry Education Research and Practice, 10(4), 291-295.
Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American journal of physics, 69(9), 970-977. doi: 10.1119/1.1374249
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Kaymak, S., Аlmas, А., & Balta, N. THE EFFECT OF DISCUSSION PART OF PEER INSTRUCTION ON STUDENTS'RESPONSES.
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Mazur, E. (1997). Peer Instruction: A User’s Manual. Englewood Cliffs NJ: Prentice Hall.
Morgan, J. T., & Wakefield, C. (2012). Who benefits from peer conversation? Examining correlations of clicker question correctness and course performance. Journal of College Science Teaching, 41(5), 51–56.
Porter, L., Bailey-Lee, C., & Simon, B. (2013). Halving fail rates using peer instruction: A study of four computer science courses. In SIGCSE ‘13: Proceedings of the 44th ACM technical symposium on computer science education, (pp. 177–182). New York: ACM Press.
Rao, S. P., & DiCarlo, S. E. (2000). Peer instruction improves performance on quizzes. Advances in physiology education, 24(1), 51-55.
Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N., & Su, T.T. (2009). Why peer discussion improves student performance on in-class concept questions. Science, 323, 122–124.
Tokgöz, S.S. (2007). The effect of peer instructıon on sixth gradestudents’science achievement and attıtudes. Thesis is submitted byDoctor of philosophy in secondary science and mathematics education department. Middle East Technical University. Ankara.
Tullis, J. G., & Goldstone, R. L. (2020). Why does peer instruction benefit student learning?. Cognitive Research: Principles and Implications, 5, 1-12.
Willoughby, M., Kupersmidt, J., Voegler-Lee, M., & Bryant, D. (2011). Contributions of hot and cool self-regulation to preschool disruptive behavior and academic achievement. Developmental neuropsychology, 36(2), 162-180.
Bruck, A. D., & Towns, M. H. (2009). Analysis of classroom response system questions via four lenses in a general chemistry course. Chemistry Education Research and Practice, 10(4), 291-295.
Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American journal of physics, 69(9), 970-977. doi: 10.1119/1.1374249
Giuliodori, M. J., Lujan, H. L., & DiCarlo, S. E. (2006). Peer instruction enhanced student performance on qualitative problem solving questions. Advances in Physiology Education, 30, 168–173.
Kaymak, S., Аlmas, А., & Balta, N. THE EFFECT OF DISCUSSION PART OF PEER INSTRUCTION ON STUDENTS'RESPONSES.
Lasry, N., Charles, E., Whittaker, C., & Lautman, M. (2009, November). When talking is better than staying quiet. In AIP Conference Proceedings (Vol. 1179, No. 1, pp. 181-184). American Institute of Physics.
Mazur, E. (1997). Peer Instruction: A User’s Manual. Englewood Cliffs NJ: Prentice Hall.
Morgan, J. T., & Wakefield, C. (2012). Who benefits from peer conversation? Examining correlations of clicker question correctness and course performance. Journal of College Science Teaching, 41(5), 51–56.
Porter, L., Bailey-Lee, C., & Simon, B. (2013). Halving fail rates using peer instruction: A study of four computer science courses. In SIGCSE ‘13: Proceedings of the 44th ACM technical symposium on computer science education, (pp. 177–182). New York: ACM Press.
Rao, S. P., & DiCarlo, S. E. (2000). Peer instruction improves performance on quizzes. Advances in physiology education, 24(1), 51-55.
Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N., & Su, T.T. (2009). Why peer discussion improves student performance on in-class concept questions. Science, 323, 122–124.
Tokgöz, S.S. (2007). The effect of peer instructıon on sixth gradestudents’science achievement and attıtudes. Thesis is submitted byDoctor of philosophy in secondary science and mathematics education department. Middle East Technical University. Ankara.
Tullis, J. G., & Goldstone, R. L. (2020). Why does peer instruction benefit student learning?. Cognitive Research: Principles and Implications, 5, 1-12.
Willoughby, M., Kupersmidt, J., Voegler-Lee, M., & Bryant, D. (2011). Contributions of hot and cool self-regulation to preschool disruptive behavior and academic achievement. Developmental neuropsychology, 36(2), 162-180.
Published
2020-06-08
How to Cite
KAYMAK, Serkan.
DOES DISCUSSION HAVE EFFECT ON STUDENTS’ RESPONSES?.
Proceedings of International Young Scholars Workshop, [S.l.], v. 9, june 2020.
ISSN 2709-1120.
Available at: <https://journals.sdu.edu.kz/index.php/iysw/article/view/199>. Date accessed: 19 apr. 2025.
doi: https://doi.org/10.47344/iysw.v9i0.199.
Section
Articles
