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

In the light of the findings of the research, it could be deduced that peer instruction affected positively the students’ conceptual learning and problem solving performance. Also, peer instruction (a) created synergy for comprehending a concept test, including fundamental principle(s)/concept(s), (b) forced students to analyze the concept(s), (c) enhanced students’ learning strategies, (d) improved analytical and critical thinking skills on the concept tests, (e) promoted deeper and meaningful learning, (f) helped students to solve quantitative problems, and (g) improved students’ problem solving performance.

Finally, the findings of peer instruction have supported the practices of active learning. A suggestion to readers and researchers could also be presented. PI might be time-consuming; however, this drawback might be prevented by using classroom response systems (high-technology) instead of colored flashcard (low-technology). These systems can be reduced the feedback procedure for the instructor and increased real-time interaction between peers and instructor during peer discussion. Besides, the research findings should be confirmed through more researches with the same experimental design in different countries.