Using response system through voting in peer instruction for learning sustainability

Abstract

Sustainable education must employ strategies that promote lifelong and meaningful learning. Peer Instruction (PI) is an active learning pedagogy specifically designed to achieve this. There are a number of elements involved in the various steps of the PI pedagogy which contributes to its effectiveness. However, most research studies reported in Peer Instruction focused on its use in science education and mainly on the whole pedagogy. The significance of the individual elements of the model have not been fully explored. Reports are also scarce on the use and benefits of PI in non-science classrooms. This study evaluates the pedagogical benefits of one of the elements of the PI model; the use of automated feedback based on students’ voting. 42 students in a postgraduate teacher education class were taken through sessions of Peer Instruction and traditional lectures; learning outcomes were compared in terms of student performance and student engagement and motivation. Performance tests (pre-tests and post-tests), live classroom observations and students’ reflections were monitored to determine the level of performance and engagement. Results show that students reported increased interest, motivation and engagement and the ability of the voting sessions to foster metacognition. Active learning and learning readiness were also emphasized while the lecture sessions were reported as normal or usual. The result validates the usefulness of voting component of the PI model for fostering improved learning; noting that students are able to benefit more from personal evaluation when voting results are displayed after voting.