How Peer Instruction Affects Students' Approach to Learning : Focusing on Students' Out-of-Class Learning Time

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  • JIANG Yan
    Center for the Promotion of Excellence in Higher Education, Kyoto University
  • MIZOKAMI Shinichi
    Center for the Promotion of Excellence in Higher Education, Kyoto University

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  • 学生の学習アプローチに影響を及ぼすピア・インストラクション : 学生の授業外学習時間に着目して
  • ガクセイ ノ ガクシュウ アプローチ ニ エイキョウ オ オヨボス ピア ・ インストラクション : ガクセイ ノ ジュギョウ ガイ ガクシュウ ジカン ニ チャクモク シテ

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Abstract

Research has shown that Peer Instruction (PI) is an effective method of active learning that facilitates deep learning. The aim of this study was to examine the implications of active learning by investigating the effect of PI on students' approach to learning (i.e., deep approach to learning and surface approach to learning), focusing on students' out- of- class learning time. The PI method was implemented in a psychology course at a large university. Two questionnaires (PRE, POST) were completed by 103 students (82 male, 21 female) when the course started and ended, respectively (i.e., in April and July). The students were divided into a "high group" and "low group" according to how much time they spent on out-of-class learning, and a two-way factorial analysis of variance was used to examine the changes in their approach to learning. We found no effective increase of the deep approach for the high group but a decrease for the low group. This finding suggests that it is not enough to engage students in class; they should be encouraged to participate in out-of-class learning as well.

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