Peer instruction in chemistry education: Assessment of students’ learning strategies, conceptual learning and problem solving

The results of this research revealed that teaching with peer instruction had more positive effects on the students' conceptual learning, learning strategies, and problem solving performance than teaching with conventional instruction.

With reference to the first research question (Is peer instruction effective on students’ conceptual learning?), the effect of peer instruction on conceptual learning of students in the experimental group was found to be statistically significant. The results in the literature (Crouch & Mazur, 2001; Gok, 2012a, 2015; Lasry et al., 2008, Smith, et al., 2009) supported the findings of the research. On the other hand, the students in the control group had difficulty in conceptual learning. They generally focused on quantitative problem solving without understanding the fundamental concepts. They were generally focused the correct response on the multiple choice test questions without any concern for meaningful conceptual learning. Eventually, many students did not want to examine and interpret the fundamental concept(s)/principle(s).

With reference to the second research question (Is peer instruction effective on students’ learning strategies?), the effect of peer instruction on learning strategies (metacognitive and management strategies) of students in the experimental group was found to be statistically significant. The result in the literature (Gok, 2012b; Miller-Young, 2013) supported the findings of the research. Peer instruction influenced metacognitive strategies such as recalling, deeper understanding, critical thinking, planning, monitoring and evaluation of knowledge. The students made internal connections using the information and enhanced the encoding process by discussing a specific topic with their peers in the class. Thus, the students in the experimental group did not memorize keywords or concepts as described in the items covering rehearsal strategy. Peer instruction encouraged students to express their thoughts to peers by listing concepts or making simple charts/diagrams with the help of organization strategy. Peer instruction induced the students to think aloud and brainstorm. The students by means of critical thinking strategy questioned, interpreted, evaluated and found alternative options. Peer instruction provided self-regulation by searching for an answer to the concept test or problems.

The students realized what they knew/understood and tried to find an assistant to clarify the questions in their mind as investigated in help-seeking and peer-learning strategies. Peer instruction developed the level of collaboration with their peers and instructors gaining a better understanding of the fundamental concept(s) and the course materials. The effort regulation strategy addressed whether the students continue to research despite difficulties or distractions. The discussion with peers made the course environment more enjoyable and easier to adapt. This also supplied regular attendance to each course. The time and study environment strategy covered the items related to management of study time. Peer instruction gave students a brief period of quiet time to discuss and think about the concept questions. The students became accustomed to using their limited time effectively by concentrating on the concept questions with their peers.

With reference to the third research question (Is peer instruction effective on students’ problem solving performance?), the students’ problem solving performance in the experimental group was found higher than the students’ problem solving performance in the control group. The result in the literature (Cortright, et al., 2005; Giuliodori et al., 2006; Gok, 2012a, 2013, 2014, 2015; Miller-Young, 2013) supported the findings of the research. Peer instruction helped them to determine the fundamental principles/concepts therefore they focus on solving quantitative and qualitative problems. On the other hand, the control group students only focused on the results of the problems without identifying the fundamental principles. As a result of this finding, the students’ problem solving performance was lower according to the students in the experimental group.

With reference to the four research question (Does peer instruction change students’ affective and cognitive ideas regarding the course?), the effect of peer instruction on cognitive and affective ideas of students in the experimental group indicated that peer instruction helped them to comprehend the subjects and to evaluate themselves through the questions and answers, provided an interactive learning environment during the course, improved their conceptual learning and problem solving performance, enhanced the interaction between students and instructor by the immediate feedback, to gain the reasoning ability, and allowed them to focus on the course materials during the course. In terms of affective ideas of the students, peer instruction stimulated their interest and encouraged them to actively attend the course. Most of the students liked to express their ideas during peer discussion, to use the flashcards anonymously and they enjoyed peer instruction.

Peer interaction helped students’ cognitive and social development with the discussion procedures. Cognitive development fostered the students’ conceptual learning, cause-effect reasoning, problem solving, critical and analytical thinking, and understanding of logical relationship during peer discussion. Social development improved the students’ interaction and communication power, helps the students’ cooperation during learning concept and problem solving and fostered learning the sharing of knowledge.