A meta-analysis on the impact of peer instruction on students’ learning.

Abstract

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.