Peer instruction’s Achilles’ heel: An analysis of its ineffectiveness in confronting counterintuitive physics questions
Yerbol Ospanbekov 1 , Samat Maxutov 2 , Yerbol Sandybayev 3 , Aknur Boranbekova 1 , Nuri Balta 2 *
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1 Abai Kazakh National Pedagogical University, Almaty, KAZAKHSTAN2 SDU University, Kaskelen, KAZAKHSTAN3 Nazarbayev Intellectual School of Biology and Chemistry, Almaty, KAZAKHSTAN* Corresponding Author

Abstract

This paper examines peer instruction, an educational technique that enhances student-student interaction and student-teacher interaction, influencing students’ performance on counterintuitive physics questions. The study employed a quantitative approach with 40 participants, 22.5% of whom were male and 77.5% were female. The counterintuitive dynamics test was used to measure students’ counter intuitions in dynamics. The study results on counterintuitive questions showed no noticeable effect from peer instruction. Surprisingly, more students shifted from correct to incorrect responses after group discussions, leading to a decrease in the overall accuracy rate. Although peer instruction did not show a clear impact on counterintuitive physics questions, it is important for educators to recognize the complexity of peer instructions. Exploring different teaching methods that use peer interaction might help improve learning outcomes for counterintuitive physics questions.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 8, August 2024, Article No: em2480

https://doi.org/10.29333/ejmste/14778

Publication date: 01 Aug 2024

Online publication date: 09 Jul 2024

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Article Downloads: 157

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