@sdu.edu.kz
Department of Pedagogy of Natural sciences/Faculty of Education and Humanities
Suleyman Demirel University
Education in mathematics, Active learning, Peer instruction, Project-based learning, Problem-based learning, Technology-based learning, visible learning
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Valentin V. Matvienko, Abdullah Almas, Tamer Gur, Lyudmila N. Nugumanova, Alexey I. Prokopyev, Natalya N. Shindryaeva, and Gasanguseyn I. Ibragimov
Modestum Publishing Ltd
Balta Nuri, Kaymak Serkan, Almas Abdullah, and Nurbavliyev Omarbek
FapUNIFESP (SciELO)
Abstract In this study, we conducted peer instruction (PI) activities to promote student participation in the learning process and test the hypothesis that PI improves student achievement. Two ninth-grade classes were randomly assigned as treatment and control groups. Pre-test and post-test data were obtained for measuring mathematics achievement in trigonometry. Data were analyzed using analysis of covariance procedures with an alpha significance level of 0.05. Results indicated no significant effects of peer instruction on achievement. This study implies that more robust studies are needed to reveal the real effect of PI.