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.

The Effect of the Discussion Part of the Peer Instruction on the Students' Learning Levels of Turkish Languages (Kazakhstan Sample)

“…This showed that discussion is an effective peer instruction tool and that discussion has a positive effect on correcting students' incorrect answers. The result is consistent with previous studies in this area (Brooks & Koretsky, 2011;Bruck & Towns, 2009;Crouch & Mazur, 2001;Giuliodori, Lujan & Di Carlo, 2006;Kaymak, 2020;Lasry et al 2009;Morgan & Wakefield. , 2012;Porter et al 2011b;Smith et al, 2009;Straw, Wicker & Harper, 2021;Willoughby, 2011).…”

“…After the first 6-week phase, the opinions of the students about the discussion section were compiled and evaluated using a 5-point Likert-type scale. Kaymak (2020) investigated the effect of the discussion section on peer instruction during the lesson. The application was carried out with 30 students at Süleyman Demirel University for five weeks.…”

“…Peer discussion is the best-known feature of the peer instruction model, and much of this review has focused on analyzing the learning achievements observed after students' discussion. Smith et al, 2009;Porter et al, 2011b;Bruck and Towns, 2009;Lasry et al, 2009;Brooks and Koretsky, 2011;Willoughby et al, 2011;Kaymak, 2020;Morgan & Wakefield, 2012;Giuliodori, Lujan, & Di Carlo, 2006 stated in their research that students' incorrect answers turned into correct answers to a large extent after discussion. Tullis and Goldstone (2020) stated in their study that students' self-confidence increased after the peer instruction discussion.…”