The Impact of Peer Instruction on Ninth Grade Students’ Trigonometry Knowledge

Balta, Nuri; Kaymak, Serkan; Abdullah, Almas; Nurbavliyev, Omarbek

doi:10.1590/1980-4415v35n69a10

Cited by 4 publications

(5 citation statements)

References 22 publications

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“…9 out of 10 studies found that PI showed positive impacts on the students' achievement in various disciplines. Only 1 study found that PI did not significantly impact students' achievement (Nuri et al, 2021). The ineffectiveness of PI on students' achievement may be attributed to students simply selecting the most frequent response or just changing their ideas depending on the agreement of nearby students, rather than learning through PI (Perez et al, 2010).…”

Section: Impacts Of Peer Instruction (Pi) At the Tertiary Levelmentioning

confidence: 93%

“…Based on the meta-analysis, it was found that PI has been used in teaching mathematics (Awinoouko, 2018;Nuri et al, 2021;, physics (Antwi et al, 2016;Atasoy et al, 2014), ICT (Wang & Murota, 2016) and history (Kaviza, 2021). Only 8 out of the 26 studies had discussed the implementation of PI at the secondary school level.…”

Section: Impacts Of Peer Instruction (Pi) At the Secondary Levelmentioning

confidence: 99%

“…Only 8 out of the 26 studies had discussed the implementation of PI at the secondary school level. For the cognitive domain, PI showed multiple impacts on students' learning as it played a crucial role in developing students' achievement (Kaviza, 2021;Nuri et al, 2021;, problem-solving skills (Antwi et al, 2016;Awinoouko, 2018), conceptual understanding (Antwi et al, 2016), retention (Kaviza, 2021) and technical creativity (Wang & Murota, 2016). For the affective domain, two studies indicated that PI could positively impact students' attitudes by actively engaging them in peer-group activities (Atasoy et al, 2014;.…”

Section: Impacts Of Peer Instruction (Pi) At the Secondary Levelmentioning

confidence: 99%

“…Based on the meta-analysis, 17 out of the 26 studies showed that PI was implemented in various disciplines such as Physics (Budini et al, 2019;Gok, 2014Gok, , 2015Kannan & Gouripeddi, 2018;Perez et al, 2019;Zhang et al, 2017), Chemistry (Gok & Gok, 2016;Michinov et al, 2015), Medical and Health Sciences (Bian et al, 2018;Carstensen et al, 2020;Mitsuhashi, 2020;Versteeg et al, 2019), Mathematics (Kaymak et al, 2020;Teixeira et al, 2018), Computer Science (Alcalde & Nagel, 2019;Gopal & Cooper, 2021) and Social Studies (Bulut, 2019). For the cognitive domain, a total of 10 studies investigated students' achievement as their primary objective, which 3 studies from the secondary level (Kaviza, 2021;Nuri et al, 2021; and 7 studies from the tertiary level (Alcalde & Nagel, 2019;Bian et al, 2018;Bulut, 2019;Carstensen et al, 2020;Gok, 2015;Kaymak et al, 2020;Teixeira et al, 2018). Students' achievement is the most frequent impact discussed by researchers at the secondary and tertiary levels.…”

Section: Impacts Of Peer Instruction (Pi) At the Tertiary Levelmentioning

confidence: 99%

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A Meta-Analysis On The Impact Of Peer Instruction On Students’ Learning

Woo

Rameli

Kosnin

2022

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Peer instruction (PI) is an interactive teaching strategy that has been widely implemented in a variety of disciplines and institutions to improve students’ learning through discussions and collaboration among peers. The main objective of this study paper is to provide an overview of the impact of PI on students’ learning in cognitive and affective domains. The methodology was carried out based on a literature review search strategy through an online database of ERIC and other web-based service providers such as ScienceDirect, Springer Link, IEEE Xplore Digital Library and Google Scholar. The keywords used in the search included peer instruction, peer instruction in primary school, peer instruction in secondary school and peer instruction in higher education. The results of this meta-analysis revealed that most studies tend to focus more on the cognitive domains as PI could enhance students’ achievement, problem-solving skills, conceptual understanding, learning gain as well as critical and creative thinking skills. For affective aspects, students perceived greater satisfaction along with a positive shift in attitudes and beliefs. Most studies were focused on students at the tertiary level and were mainly conducted in the western contexts. The findings from this meta-analysis will give a clear picture to educators regarded the benefits of implementing PI to achieve a successful teaching and learning process.

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Section: Impacts Of Peer Instruction (Pi) At the Tertiary Levelmentioning

confidence: 93%

Section: Impacts Of Peer Instruction (Pi) At the Secondary Levelmentioning

confidence: 99%

Section: Impacts Of Peer Instruction (Pi) At the Secondary Levelmentioning

confidence: 99%

Section: Impacts Of Peer Instruction (Pi) At the Tertiary Levelmentioning

confidence: 99%

See 2 more Smart Citations

A Meta-Analysis On The Impact Of Peer Instruction On Students’ Learning

Woo

Rameli

Kosnin

2022

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“…In ninth grade, they learn new and relatively difficult topics such as trigonometry, binomial expansion, arithmetic, geometric series, etc. (Balta et al, 2021).…”

Section: Rq5: Is There An Association Between Students' Math Emotions...mentioning

confidence: 99%

Mathematics achievement emotions of high school students in Kazakhstan

Gur,

Balta,

Dauletkulova

et al. 2023

j. math. educ.

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Emotions such as anxiety, fear, and frustration can interfere with cognitive processing and hinder our ability to learn and perform well on tasks. Mathematics is a school subject that could generate various emotions in students. This study examined mathematics achievement emotions of students across gender, grade level, and academic performance. Data was collected from 246 students using a questionnaire measuring seven emotions: enjoyment, pride, anger, anxiety, shame, hopelessness, and boredom. Results indicated that except for females’ higher pride, we did not find differences between males' and females’ emotions. Ninth-grade students demonstrated higher anxiety and shame than grade seven and eight students. Finally, students’ mathematics exam grades are weakly correlated with all seven measured emotions. Our findings add to the literature by presenting that emotions are contextual. Except for pride, the results clearly indicated that math emotions in our sample are gender irrelevant and further imply that the socio-cultural context of Kazakhstan supports females to compete with their male friends.

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