In this study, we conducted peer instruction (PI) activities to promote student participation in the learning process and test the hypothesis that PI improves student achievement. Two ninth-grade classes were randomly assigned as treatment and control groups. Pre-test and post-test data were obtained for measuring mathematics achievement in trigonometry. Data were analyzed using analysis of covariance procedures with an alpha significance level of 0.05. Results indicated no significant effects of peer instruction on achievement. This study implies that more robust studies are needed to reveal the real effect of PI.
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.
The aim of this research was to investigate the effect of project-based learning (PBL) on second-course education mathematics students’ achievement. The study was carried out 5 weeks with 37 students in a principle of geometry course at SuleymanDemirel University in Kazakhstan.The final results were obtained to measure students’ academic achievement as pre-test and post-test were obtained.Data were analyzed using a t-test. The results of the achievement test indicated PBL has a significant positive effect on students’ achievement in the principle of geometry course.
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