The Effect of Peer-Led Review on Exam Performance in Fluid Mechanics

Abstract

This paper discusses the use of peer-led review in an introductory fluid mechanics course over multiple semesters. In the peer-led review small teams of students presented a review of material to the entire class from a specific chapter prior to an exam. The material to be presented was examined by the instructor prior to the review to ensure accuracy and completeness in the coverage. Specific questions on each of the three course exams were written to test knowledge of material specifically reviewed by each peer team. By comparing the performance of the members of a review team with those of the rest of the class on these questions a comparison could be made to gauge how the act of leading one's peers in a review of material affects one's knowledge in a given area. Additionally, a student's exam performance was compared on questions relating to chapters which they led a review versus all other questions. It was found that 76% of students saw an increase in performance on questions relating to chapters on which they led a review as compared with all other chapters. Those students who saw an increase in performance had an average increase of 14% while the population wide increase was over 8% showing that participating in the exercise had a net positive effect. This paper discusses these results further as well as the survey results used to gather student impressions on the experience and impact of leading an in-class review of material for one's peers.