LITERATURE REVIEW

Defenition of Peer Instruction

Peer Instruction is an instructional strategy for engaging students during
class through a structured questioning process that involves every student
(Crouch, Watkins, Fagen, & Mazur, 2007; Crouch & Mazur, 2001; Mazur, 1997).
Giving opportunities for student to discuss concept to their friend in the class.
Peer Instruction (PI) is a widely used pedagogy in which lectures are interspersed
with short conceptual questions (ConcepTests) designed to reveal common
misunderstandings and to actively engage students in lecture (Fagen, Crouch, &
Mazur 2002)
Peer Instruction has been used successfully at hundreds of institutions
around the world and has produced substantial gains in student understanding at
Harvard University, where it has been most extensively evaluated.
Schunk stated
a common form of modeling is peer tutoring, in which student may work
together as one student as one student assists another in the learning
process. Peer models may be more effectives than teacher, especially with
student who have learning problem who doubt their ability to perform at
the teachers level of competence (as cited in Decker, 2004, p. 43-44).
An important aspect of promotive Interaction is the opportunity for
members to provide each other with feedback as to how they are fulfilling their

responsibilities and completing their work. (David w. Johnson, Roger T Johnson,

50, 1994)
Researcher and education practitioners who support peer-mediated learning
have directed their attention primarily towards improving the academic
achievement and sociol development of student who were performing
appropriately for their age and grade.

Why Use Peer Instruction?

Science instructors are often faced with the problem that students leave
their courses without a good grasp of the concepts, in some cases even in spite of
having obtained good grades in the course (Crouch and Mazur 2001). The primary
goal of peer instruction (Mazur 1997) is to improve students conceptual
understanding of the course material.
Research has shown that students in courses using interactive engagement
techniques, including peer instruction, achieve a much greater gain in conceptual
understanding than students in traditional lecture courses while also improving
their ability to solve quantitative problems (Crouch and Mazur 2001)

The Peer Instruction Method

Jessica L. Rosenberg, Mercedes Lorenzo, and Eric Mazur (2004) explained
the basic components of peer instruction are (1) preclass reading assignments, (2)
mini-lectures, (3) ConcepTests,and (4) discussion. When these components are

added to a course, one must also consider how problem solving is to be

incorporated and how exams are to be structured.

Preclass Reading Assignments

Preclass reading assignments are designed to motivate students and to
engage them in the reading. The assignments consist of a text to be read along
with several challenging conceptual questions, graded purelyon effort. In addition,
the students are always asked,What did you find most confusing? If nothing,
what did you find most interesting? The students submit their answers to the
reading questions electronically long enough before class that the instructor has
time to review the answers. The conceptual questions are designed to probe
students understanding of the material, not their ability to search for the
appropriate answer in the text. Based on the knowledge gleaned from a review of
their answers (not necessarily a thorough reading of all responses), the instructor
can select the appropriate content to be discussed in detail in class
.
Mini-Lectures
Each peer instruction class consists of several mini-lectures that focus on
key topics where students have difficulties or misconceptions. These difficulties
or misconceptions can be identified from previous teaching experience, student
answers to the preclass reading, or the literature. Each mini-lecture is only about
10 minutes, so it must be concise and focused on a single subject. This is in

contrast to standard lectures, which last for an entire class and tend to have the
breadth and detail more comparable to the material covered in the textbook.

ConcepTests
Mazur (1997) the basic goals of peer instruction are to exploit student
interaction during lecturee and focus student attention on underlying concepts.
Instead of presenting the level of detail covered in the textbook or lecture notes,
lectures consist of a number of short presentations on the key points, each
followed by a Conceptest-short conceptual questions on the subject being
discusse. The students are first given time to formulate answers and then asked to
discuss their answers with each other.
Each ConcepTest has the following general format:
1. Question posed

1 minute

2. Students given time to think

1-2 minutes

3. Students record/report individual answers

4. Neighboring students discuss their answers

2-4 minutes

5. Students record/report revised answers

6. Feedback to teacher: Tally of answers
7. Explanation of correct answer

2+ minutes

Discussion
Whether to have students discuss their answers after a ConcepTest depends on
what fraction of students get the correct answer.

Motivation based on interest

What is interest, how does it motivate student to learn? Renninger, Hidi, &
Krapp (1992) Stated although researchers have begun to make modest progress
since deweyss day, there is still a lack of agreement on how to answer these
question (as cited in Mayer, 2003, p. 463). An important first step involves a
distinction between two types of interest-individual interest and situational
interest. Individual interest is a characteristic of the person and is based on a
persons disposition or preferred activities; situational interest is a characteristic of
the environment such as the tasks interestingness Mayer (2003).

The Several Studies Have Been Conducted by the Researchers Using Peer
Instruction:
Telecsan et al.s (1999) examined study demonstrated that students with
disabilities are capable of servingas tutors and adds to the research base for the
effectiveness of peer tutoring involving students with disabilities. Based on this
study and previous research, both time delay and peer tutoring are effective.
Tien et al.s. (2002) conclusion, using undergraduate leaders to implement a
peer-led team learning model that is built on a social constructivist foundation is a
workable mechanism for effecting change in undergraduate science courses. The
PLTL format opens new opportunities for student and faculty involvement and
enables students to take ownership of their own learning experiences and those of
their peers. By organizing the power of

the undergraduates to interact productively and to learn from one another,

PLTL provides a mechanism for improving the quality therefore, the productivity
of the educational institution.
Ping-Kee Taos (2003) summary article reviewing The peer collaboration
setting of the instruction has provided students with experiences of conflict and
co-construction that help them develop shared understandings of nature of
science. However, many students interpret the science stories in idiosyncratic
ways other than that intended by the instruction and subsequently change from
one set of inadequate views of nature of science to anther rather than to adequate
views.
Harris et al.s (2000) examined the effects of the combination of peerdelivered instruction, Corrective Reading, and repeated reading on the reading
performance of high-school general education students found to be reading below
grade level. The results of the intervention indicate that this combination of
educational strategies and curricula seemed to produce improvements in the
reading performance of these students.
Tol Goks (2011) examined the effect of peer instruction, a pedagogical
tool that increases student interactions with each other and with the instructor, on
student belief, performance on quantitative problem-solving questions. CSEM,
CLASS, and problem-solving strategy steps were used as statistical tools. The
main finding was that peer instruction increased student conceptual learning and
performance on quantitative problem-solving questions. Specifically, there was a
37% improvement in correct responses to CSEM after discussions with peers.

Zivcakova et al.s (2012)

summary journal reviewing, both dons and

students felt that the presentations were useful and informative and that students
need to know this information. The present study suggests that asking dons to act
as peer instructors for academic integrity could be an effective and economical
means for teaching students.
Kelly Miller (2014) classroom Response Systems are widely used in
interactive teaching environments as a way to engage students by asking them
questions. Previous research on the time taken by students to respond to
conceptual questions has yielded insights on how students think and change
conceptions. We measure the amount of time students take to respond to in-class,
conceptual questions (ConcepTests) in two introductory physics courses taught
using Peer Instruction and use Item Response Theory to determine the di_culty of
the conceptest.
Michinov et al.s (2015) The presented research suggests that the Stepladder
technique may be fruitfully extended to higher education, and may help further
increase learning gains among students involved in a Peer Instruction session.
compared effectiveness of peer instruction with traditional lecture. the present
study may be considered as a first attempt to compare instructional methods
where students have to interact with their peers, simultaneously or sequentially,
with an individual instruction method without any social interaction. Although the
present study is limited in scope, it offers a further step in the Peer Instruction
literature, showing how learning gains can be enhanced when students are

instructed to argue their points of view one by one instead of participating

simultaneously in group or class discussions.
Peer

instruction

that

engaging

students

have

improved

students

achievement. Student have been made active to learn in the class influencing at
the students interest to study Physics.

References

Crouch et al., (2001). Peer Instruction: Engaging Students One-on-One, All At

Once. Research-Based Reform of University Physics (pp 5-55)
Decker, M., M. (2004). The Effect of Video-Based Self-Modeling and Video-Based
Peer-Modeling on Reading Fluency in Elementary-Aged Student with
Reading Delays. (pp 43-44)
Fagen P. Adem., Crouch Catherine H., Mazur Eric. (2002). Peer Instruction:
Results from a Range of Classrooms. The Physics Teacher (pp 206-209)
Gillies M. Robyn & Adrian F. Ashman. (2003). Co-operative Learning. London :
RoutledgeFalmer.
Harris et al. (2000). Effects of a Peer-Delivered Corrective Reading Program.
Journal of Behavioral Education. 10, pp. 2136
Johnson, D. W., & Johnson, R. (1994). Learning Together and Alone.
Massachesetts: A Paramount Communications Company
Mayer Richard E. (2003). Learning and Instruction. New Jersey : Pearson
Education, Inc.
Mazur, Eric. (1997). Peer Instruction: A Users Manual. New Jersey: Prentice
Hall
Mazur, Eric. (1997). Peer Instruction : Getting Students To Think in Class.
Mazur, Eric., & Watkins, Jessica. Just-in-Time Teaching and Peer Instruction.
Peer Instruction (pp 39-62)
Michinov et al., (2015). A step further in Peer Instruction: Using the Stepladder
technique to improve learning. Computers & Education 91, 1-13
Miller et al., (2014). ConcepTest Response Times in Peer Instruction Classrooms.
(pp 1-6)

Rosenberg Jessica L., Lorenzo, Mercedes., & Mazur, Eric. (2004) Peer
Instruction: Making Science Engaging. Handbook of College Science
Teaching (pp 77-85)
Tao, P. K. (2003). Eliciting and developing junior secondary students'
understanding of the nature of science through a peer collaboration
instruction in science stories. International Journal of Science Education.
25:2, 147-171
Telecsan et al., (1999). Peer Tutoring: Teaching Students with Learning
Disabilities to Deliver Time Delay Instruction. Journal of Behavioral
Education. Vol. 9, No. 2, pp. 133-154
Tien et al., (2002). Implementation of a Peer-Led Team Learning Instructional
Approach in an Undergraduate Organic Chemistry Course. Journal of
Research in Science Teaching vol. 39, no. 7, pp. 606632
Tol, Gok (2011). The Impact of Peer Instruction on College Students Beliefs
About Physics and Conceptual Understanding of Electricity and Magnetism.
International Journal of Science and Mathematics Education (2012) 10:
417-436
Zivcakova et al., (2012). Examining the Impact of Dons Providing Peer
Instruction for Academic Integrity: Dons and Students Perspectives. J
Acad Ethics (2012) 10:137150
Zingaro, Daniel., Porter, leo. (2014). Peer Instruction in Computing: the Value
Instructor Intervention. Computers & Education (pp 87-96)