The impact of peer instruction on ninth grade students trigonometry knowledge
Nuri B. Serkan K. Abdullah A. Omarbek N.
April 2021BOLEMA Departamento de Matematica
Bolema - Mathematics Education Bulletin
2021#35Issue 69206 - 222 pp.
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.
Mathematics achievement , Peer instruction , Teaching trigonometry
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Physics Education, Middle East Technical University (METU). Professor at Department of Sience Education, Suleyman Demirel University (SDU), Almaty, Kaskelen, Kazakhstan
Master in Mathematics Education, Suleyman Demirel University (SDU). Senior Lecturer at Department of Sience Education, Suleyman Demirel University (SDU), Almaty, Kaskelen, Kazakhstan
Physics Education
Master in Mathematics Education
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