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Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 1, Article 10 (Jun., 2012) |
The effects of peer instruction on students’ conceptual learning and motivation
Tolga GOK
University of Dokuz Eylul, Torbali Technical Vocational School of Higher Education Izmir, TURKEY
E-mail: tolga.gok@deu.edu.tr; gok.tolga@gmail.com
Received 20 Oct., 2011
Revised 19 Mar., 2012
This aim of this study was investigate the effects of peer instruction on college students’ conceptual learning, motivation, and self-efficacy in an algebra-based introductory physics course for nonmajors. Variables were studied via a quasi-experiment, Solomon four-group design on 123 students. Treatment groups were taught by peer instruction. Control groups were taught by traditional didactic lecture method. To assess the effects of peer instruction, students were administered Force Concept Inventory and Motivated Strategies for Learning Questionnaire. Factorial analyses indicated that the treatment groups acquired significantly more conceptual learning, and were significantly more self-efficacious than students in the control groups. It was found that there were no significant differences in motivation between groups.
Keywords: Conceptual Learning; Motivation; Peer Instruction; Physics Education; Self-Efficacy
