Research Article
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Year 2019, Volume: 5 Issue: 3, 503 - 512, 15.08.2019
https://doi.org/10.12973/ijem.5.3.503

Abstract

References

  • Akay, G. (2011). The effect of peer instruction method on the 8th grade students’ mathemeticsachievement in transformation geometry and attitudes towards athematics (Unpublished master's thesis). Middle East Technical University, Ankara, Turkey.
  • Aksoy, B. (2004). Cografya ogretiminde probleme dayali ogrenme yaklasimi [Problem based learning approach in geography teaching] (Unpublished doctoral dissertation). Gazi University, Ankara, Turkey.
  • Arslantas, H. I. (2011). Ogretim elemanlarinin ogretim stratejileri-yontem ve teknikleri, iletisim ve olcme degerlendirme yeterliliklerine yonelik ogrenci gorusleri [Student views regarding teaching staffs' sufficiencies in teaching strategies- methods and techniques, communication]. Mustafa Kemal University Journal of Social Sciences Institute, 8(15), 487–506.
  • Aydin, M. Z. (2001). Aktif ogretim yontemlerinden buldurma (Sokrates) yontemi [Socrates method of active teaching methods]. Cumhuriyet Theology Journal, 5(1), 55-80.
  • Butchart, S., Handfield, T., & Restall, G. (2009). Using Peer instruction to teach philosophy, logic and critical thinking, published in teaching Philosophy, 32(1), 1-40.
  • Bulut, B., & Cakmak, Z. (2017). Evaluation of the effectiveness of peer teaching method in social studies lesson. TOJET: The Turkish Online Journal of Educational Technology, 2017(Special Issue for INTE), 1140-1151.
  • Buyukozturk, S. Cakmak, E. K., Akgun, O. E., Karadeniz, S., & Demirel, F. (2009). Bilimsel arastirma yontemleri [Scientific research methods]. Ankara, Turkey: Pegem Akademi.
  • Can, U. K. (2009). Muzik ogretmenligi gitar ogrencileri icin gelistirilen akran ogretimi programinin etkililiginin sinanmasi, [An assessment of peer tutoring program developed for music education guitar students] (Unpublished doctoral dissertation). Marmara University, Istanbul, Turkey.
  • Creswell, J.W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (13rd ed.). Columbus, OH: Pearson.
  • Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977.
  • Demirci, N., & Sekercioglu, A. G. (2009). Akran ogretimi yonteminin universite ogrencilerinin elektrostatik konusundaki basarilarina etkisi ve yonteme yonelik tutumlar [The effect of peer instruction method to university students’ electrostatics achievement and attitudes towards this method]. e-Journal of New World Sciences Academy, 4(1), 240-256.
  • Gok, T. (2012). The effects of peer instruction on students’ conceptual learning and motivation. Asia Pacific Forum on Science Learning and Teaching, 13(1), 1-10.
  • Gulcek, N. (2015). Ogretmen adaylarinin ideal gazlar konusundaki fen basarisina akran ogretiminin etkisi [The effects of peer educati̇on on the candi̇date teachers' success of sci̇ence in the subject of i̇deal gases] (Unpublished master's thesis), Inonu University, Malatya, Turkey.
  • Harvey, N. C. (2003). The effects of peer instruction on ninth grade students’ conceptual understanding of forces and motion (Unpublished master's thesis). Louisiana State University, Baton Rouge, USA.
  • Kavanoz, S., & Yuksel, G. (2010). An investigation of peer-teaching technique in student teacher development, The International Journal of Research in Teacher Education, 1(Special Issue), 1-19.
  • Lucas, A. (2009). Using peer instruction and i-clickers to enhance student participation in calculus. PRIMUS, 19(3), 219-231
  • Mazlum, E. (2015). Isik konusundaki kavram bilgisi gostergelerinin akran ogretimi uygulamalariyla incelenmesi [Examining indicators of knowledge of light concept through peer tutoring applications] (Unpublished master's thesis). Karadeniz Technical University, Trabzon, Turkey.
  • Mazur, E. (1997). Peer Instruction. Upper Saddle River, NJ: Prentice Hall.
  • Nicol, D. J., & Boyle, J. T. (2003). Peer instruction versus class-wide discussion in large classes: a comparison of two interaction methods in the wired classroom. Studies in Higher Education, 28(4), 457-473.
  • Perez, K.E., Strauss, E.A., Downey, N., Galbraith, A., Jeanne, R., & Cooper, S. (2010). Does displaying the class results affect student discussion during peer instruction? CBE—Life Sciences Education, 9(2), 133–140.
  • Plano Clark, V. L., & Creswell, J. W. (2015). Understanding research: A consumer’s guide. Upper Saddle River, NJ: Pearson Education,
  • Rao, S. P., & DiCarlo, S. E. (2000). Peer instruction improves performance on quizzes. Advances in physiology education, 24(1), 51-55. DOI: 10.1152/advances.2000.24.1.51
  • Savas, E. (2011). Akran ogretimi destekli bilimsel surec becerileri laboratuvar yaklasiminin ogretmen adaylarinin bilimsel surec becerilerine etkisi [Effect of the science process skills laboratory approach supported with peer instruction on science process skills of teacher candidates] (Unpublished master’s thesis). Balikesir University, Balikesir, Turkey.
  • Sen, A. I. (2010). Effects of peer teaching and microteaching on teaching skills of pre-service physics teachers. Education and Science, 35(155), 78-88.
  • Sekercioglu, A.G. (2011). Akran ogretimi yonteminin ogretmen adaylarinin elektrostatik konusundaki kavramsal anlamalarina ve tutumlarina etkisi [The effect of peer instruction method to university students’ electrostatics achievement and attitudes towards this method] (Unpublished doctoral dissertation). Balikesir University, Balikesir, Turkey
  • Tabachnick, B. G., & Fidell, L.S. (2007). Using multivariate statistics. Boston, MA: Pearson Education.
  • Trent, K. S. (1996). The effects of the peer instruction technique think-pair-share on students’ performance In Chemistry. (Unpublished master’s thesis). Nicholls State University, LA, USA
  • Tokgoz, S. S. (2007). Akran ogretiminin altinci sinif ogrencilerinin fen bilgisi dersi basarilarina ve fen dersine olan tutumlarina etkisi [The effect of peer instruction on sixth grade students' science achievement and attitudes]. (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.
  • Turpen, C., & Finkelstein, N. D. (2010). The construction of different classroom norms during peer instruction: students perceive differences. Physical Review Physics Education Research, 6(2), 1-22. https://doi.org/10.1103/PhysRevSTPER.6.020123
  • Unalan, Z. (2010). Bilim Egitimi [Education of Science]. TUBITAK Bilim ve Teknik, 2010(October), 20-25
  • Yavuz, O. C. (2014). Web tabanli akran ve oz degerlendirme sistemi ile zenginlestirilmis akranogretiminin 7. sinif rasyonel sayilar konusunda ogrencilerin basari ve tutumlarinin uzerine etkisi [Effect of peer instruction enriched by the web based peer and self assessment system on the achievement and attitude of the 7th grade students in rational numbers] (Unpublished doctoral dissertation). Dumlupinar University, Kutahya, Turkey.

The Impact of Peer Instruction on Academic Achievements and Creative Thinking Skills of College Students

Year 2019, Volume: 5 Issue: 3, 503 - 512, 15.08.2019
https://doi.org/10.12973/ijem.5.3.503

Abstract

In the context that it was scrutinized in the present study, peer instruction was initially developed by Eric Mazur, a physicist. The aim of the present study was to determine the impact of peer instruction method on academic achievements and creative thinking skills of the students. The study was conducted with the pre-test-posttest control group method, a quasi-experimental design, which was defined as a two-factor mixed design. The study was conducted with sophomore students attending Firat University (FU), Faculty of Education, Social Studies Teaching Department in Turkey during the 2018-2019 academic year spring semester. The experiment (N = 30) and control (N = 30) groups were determined with convenience sampling (a non-random sampling method). Present study findings demonstrated that peer instruction method improved the achievement and creative thinking skill levels of the students. However, it was observed that the method was more effective on course achievement.

References

  • Akay, G. (2011). The effect of peer instruction method on the 8th grade students’ mathemeticsachievement in transformation geometry and attitudes towards athematics (Unpublished master's thesis). Middle East Technical University, Ankara, Turkey.
  • Aksoy, B. (2004). Cografya ogretiminde probleme dayali ogrenme yaklasimi [Problem based learning approach in geography teaching] (Unpublished doctoral dissertation). Gazi University, Ankara, Turkey.
  • Arslantas, H. I. (2011). Ogretim elemanlarinin ogretim stratejileri-yontem ve teknikleri, iletisim ve olcme degerlendirme yeterliliklerine yonelik ogrenci gorusleri [Student views regarding teaching staffs' sufficiencies in teaching strategies- methods and techniques, communication]. Mustafa Kemal University Journal of Social Sciences Institute, 8(15), 487–506.
  • Aydin, M. Z. (2001). Aktif ogretim yontemlerinden buldurma (Sokrates) yontemi [Socrates method of active teaching methods]. Cumhuriyet Theology Journal, 5(1), 55-80.
  • Butchart, S., Handfield, T., & Restall, G. (2009). Using Peer instruction to teach philosophy, logic and critical thinking, published in teaching Philosophy, 32(1), 1-40.
  • Bulut, B., & Cakmak, Z. (2017). Evaluation of the effectiveness of peer teaching method in social studies lesson. TOJET: The Turkish Online Journal of Educational Technology, 2017(Special Issue for INTE), 1140-1151.
  • Buyukozturk, S. Cakmak, E. K., Akgun, O. E., Karadeniz, S., & Demirel, F. (2009). Bilimsel arastirma yontemleri [Scientific research methods]. Ankara, Turkey: Pegem Akademi.
  • Can, U. K. (2009). Muzik ogretmenligi gitar ogrencileri icin gelistirilen akran ogretimi programinin etkililiginin sinanmasi, [An assessment of peer tutoring program developed for music education guitar students] (Unpublished doctoral dissertation). Marmara University, Istanbul, Turkey.
  • Creswell, J.W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (13rd ed.). Columbus, OH: Pearson.
  • Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977.
  • Demirci, N., & Sekercioglu, A. G. (2009). Akran ogretimi yonteminin universite ogrencilerinin elektrostatik konusundaki basarilarina etkisi ve yonteme yonelik tutumlar [The effect of peer instruction method to university students’ electrostatics achievement and attitudes towards this method]. e-Journal of New World Sciences Academy, 4(1), 240-256.
  • Gok, T. (2012). The effects of peer instruction on students’ conceptual learning and motivation. Asia Pacific Forum on Science Learning and Teaching, 13(1), 1-10.
  • Gulcek, N. (2015). Ogretmen adaylarinin ideal gazlar konusundaki fen basarisina akran ogretiminin etkisi [The effects of peer educati̇on on the candi̇date teachers' success of sci̇ence in the subject of i̇deal gases] (Unpublished master's thesis), Inonu University, Malatya, Turkey.
  • Harvey, N. C. (2003). The effects of peer instruction on ninth grade students’ conceptual understanding of forces and motion (Unpublished master's thesis). Louisiana State University, Baton Rouge, USA.
  • Kavanoz, S., & Yuksel, G. (2010). An investigation of peer-teaching technique in student teacher development, The International Journal of Research in Teacher Education, 1(Special Issue), 1-19.
  • Lucas, A. (2009). Using peer instruction and i-clickers to enhance student participation in calculus. PRIMUS, 19(3), 219-231
  • Mazlum, E. (2015). Isik konusundaki kavram bilgisi gostergelerinin akran ogretimi uygulamalariyla incelenmesi [Examining indicators of knowledge of light concept through peer tutoring applications] (Unpublished master's thesis). Karadeniz Technical University, Trabzon, Turkey.
  • Mazur, E. (1997). Peer Instruction. Upper Saddle River, NJ: Prentice Hall.
  • Nicol, D. J., & Boyle, J. T. (2003). Peer instruction versus class-wide discussion in large classes: a comparison of two interaction methods in the wired classroom. Studies in Higher Education, 28(4), 457-473.
  • Perez, K.E., Strauss, E.A., Downey, N., Galbraith, A., Jeanne, R., & Cooper, S. (2010). Does displaying the class results affect student discussion during peer instruction? CBE—Life Sciences Education, 9(2), 133–140.
  • Plano Clark, V. L., & Creswell, J. W. (2015). Understanding research: A consumer’s guide. Upper Saddle River, NJ: Pearson Education,
  • Rao, S. P., & DiCarlo, S. E. (2000). Peer instruction improves performance on quizzes. Advances in physiology education, 24(1), 51-55. DOI: 10.1152/advances.2000.24.1.51
  • Savas, E. (2011). Akran ogretimi destekli bilimsel surec becerileri laboratuvar yaklasiminin ogretmen adaylarinin bilimsel surec becerilerine etkisi [Effect of the science process skills laboratory approach supported with peer instruction on science process skills of teacher candidates] (Unpublished master’s thesis). Balikesir University, Balikesir, Turkey.
  • Sen, A. I. (2010). Effects of peer teaching and microteaching on teaching skills of pre-service physics teachers. Education and Science, 35(155), 78-88.
  • Sekercioglu, A.G. (2011). Akran ogretimi yonteminin ogretmen adaylarinin elektrostatik konusundaki kavramsal anlamalarina ve tutumlarina etkisi [The effect of peer instruction method to university students’ electrostatics achievement and attitudes towards this method] (Unpublished doctoral dissertation). Balikesir University, Balikesir, Turkey
  • Tabachnick, B. G., & Fidell, L.S. (2007). Using multivariate statistics. Boston, MA: Pearson Education.
  • Trent, K. S. (1996). The effects of the peer instruction technique think-pair-share on students’ performance In Chemistry. (Unpublished master’s thesis). Nicholls State University, LA, USA
  • Tokgoz, S. S. (2007). Akran ogretiminin altinci sinif ogrencilerinin fen bilgisi dersi basarilarina ve fen dersine olan tutumlarina etkisi [The effect of peer instruction on sixth grade students' science achievement and attitudes]. (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.
  • Turpen, C., & Finkelstein, N. D. (2010). The construction of different classroom norms during peer instruction: students perceive differences. Physical Review Physics Education Research, 6(2), 1-22. https://doi.org/10.1103/PhysRevSTPER.6.020123
  • Unalan, Z. (2010). Bilim Egitimi [Education of Science]. TUBITAK Bilim ve Teknik, 2010(October), 20-25
  • Yavuz, O. C. (2014). Web tabanli akran ve oz degerlendirme sistemi ile zenginlestirilmis akranogretiminin 7. sinif rasyonel sayilar konusunda ogrencilerin basari ve tutumlarinin uzerine etkisi [Effect of peer instruction enriched by the web based peer and self assessment system on the achievement and attitude of the 7th grade students in rational numbers] (Unpublished doctoral dissertation). Dumlupinar University, Kutahya, Turkey.
There are 31 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Birol Bulut

Publication Date August 15, 2019
Published in Issue Year 2019 Volume: 5 Issue: 3

Cite

APA Bulut, B. (2019). The Impact of Peer Instruction on Academic Achievements and Creative Thinking Skills of College Students. International Journal of Educational Methodology, 5(3), 503-512. https://doi.org/10.12973/ijem.5.3.503