Peer instruction effects on students math attitudes and learning outcomes: A quasi-experimental study

The Journal of Educational Research, pp. 1–17

Abstract

This study investigates the transition in the Chinese education system toward student-centered methods, focusing on the effectiveness of integrating peer instruction (PI) in secondary mathematics classrooms. Employing a quasi-experimental design and mixed-methods approach, we assessed PI’s impact on student attitudes toward math and academic performance. Results from 100 students in experimental and control groups reveal that PI enhances math attitudes and academic achievement, fostering self-efficacy, identifying knowledge gaps, and improving critical thinking. Challenges include confidence development, time management, and addressing complex mathematical questions. Despite implementation hurdles, PI emerges as a valuable approach for secondary math education, offering substantial benefits alongside practical implementation considerations.

Authors 3

1. Huixin Gao corresponding

   University of Auckland

   Affiliation as printed

   Department of Mathematics, Faculty of Science, University of Auckland

   Department of Mathematics, Faculty of Science, University of Auckland, Auckland, New Zealand

2. Yujia Hong Aachen

   Leiden University

   Affiliation as printed

   Leiden University Graduate School of Teaching (ICLON), Leiden University

   Leiden University Graduate School of Teaching (ICLON), Leiden University, Leiden, Netherlands

3. Na Li

   SEGi University

   Affiliation as printed

   Graduate School of Business, Segi University

   Graduate School of Business, Segi University, Selangor, Malaysia