Student response time and confidence level in clicker-assisted peer instruction

Authors

Ranzivelle Marianne Roxas-Villanueva National Institute of Physics, University of the Philippines Diliman
Sheryl Lyn Carreon-Monterola College of Education, University of the Philippines Diliman
Christopher Monterola National Institute of Physics, University of the Philippines Diliman

Abstract

We investigate the effect of peer instruction on students’ learning gain, response time and confidence level using clickers. Eight lectures are conducted to a total 120 high school students taking introductory physics course. Four lectures are implemented using a modified Peer Instruction Method (PIM). The remaining lectures are Non-Peer Instruction (NPI). A total of 3,840 response time and confidence level data are gathered and analyzed. The learning gain is calculated from pre- and post-assessment scores. Our result shows that longer student response times are recorded in PIM classes, which are indicative of students’ tendency to spend more time deliberating on their answers after interacting with peers. Higher learning gain and confidence level are also observed for PIM classes.

Downloads

Issue

2011: Proceedings of the 29th Samahang Pisika ng Pilipinas National Physics Congress

Article ID

SPP2011-6B-2

Section

Physics Education

Published

2011-10-24

How to Cite

[1]

RM Roxas-Villanueva, SL Carreon-Monterola, and C Monterola, Student response time and confidence level in clicker-assisted peer instruction, Proceedings of the Samahang Pisika ng Pilipinas 29, SPP2011-6B-2 (2011). URL: https://proceedings.spp-online.org/article/view/SPP2011-6B-2.