A meta-analysis of the effect of Peer Instruction on learning gain: Identification of informational and cultural moderators. (2017)

• Record Type: Journal Article
• Authors: Balta, Nuri; Michinov, Nicolas; Balyimez, Serkan; Ayaz, Mehmet Fatih
• Is Part Of: International journal of educational research. Volume 86(2017)
• Page Start: 66
• Page End: 77
• Publication Date: 2017
• Subjects: Meta-analysis -- Higher education -- Peer Instruction -- Learning gain; Education -- Evaluation -- Periodicals; Curriculum evaluation -- Periodicals; Education -- Periodicals; Program Evaluation -- Periodicals; Éducation -- Évaluation -- Périodiques; Programmes d'études -- Evaluation -- Périodiques; Éducation -- Recherche -- Périodiques; Curriculum evaluation; Education -- Evaluation; Periodicals; 370.72
• DOI: 10.1016/j.ijer.2017.08.009
• Languages: English
• ISSNs: 0883-0355

Abstract

Highlights: Peer Instruction (PI) is an interactive teaching method. A number of studies of PI used on different courses and in different countries. The meta -analysis reveals that PI has a positive effect on learning. The country where PI is used is an important cultural moderator. Abstract: Peer Instruction is an interactive teaching method to improve learning in higher education. It has been used in a wide range of courses and countries to create interactivity during lectures. The meta -analysis is based on 29 studies ( N = 4738), and aims to examine the effect of Peer Instruction on learning gains and identify moderating variables. Peer Instruction has a positive impact on learning compared to traditional teaching methods, and differences can be observed in both informational and cultural variables. It appears to be most effective in collectivist countries and in individualist countries that place a high value on social interaction, compared to those encouraging individual learning. Findings invite researchers to take the cultural values of countries into consideration.