The effects of peer instruction on student's conceptual learning and motivation


GÖK T.

Asia-Pacific Forum on Science Learning and Teaching, vol.13, no.1, 2012 (Scopus) identifier

  • Publication Type: Article / Article
  • Volume: 13 Issue: 1
  • Publication Date: 2012
  • Journal Name: Asia-Pacific Forum on Science Learning and Teaching
  • Journal Indexes: Scopus
  • Keywords: Conceptual learning, Motivation, Peer instruction, Physics education, Self-efficacy.
  • Dokuz Eylül University Affiliated: Yes

Abstract

This aim of this study was 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 moreconceptual 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. © 2012 HKIEd APFSLT.