Combining peer instruction and audience response systems to enhance academic performance, facilitate active learning and promote peer-assisted learning communities

Abstract

Current research shows that peer-assisted learning can enhance students' motivation, academic self-concept, academic performance and retention. Building on constructivist theory, this study investigates the use of audience response systems, or clickers, and peer instruction (PI) to engage students in class, to increase the students' engagement and sense of community, both in and out of the classroom, and to increase the students' academic performance. This article presents the results of a quasi-experimental study comparing the outcomes achieved by two equivalent student groups taking the same Textiles class by the same instructor in two adjacent semesters. While the control class utilised only audience response systems, the experimental class utilised clickers in combination with PI. The experimental group performed significantly better on examinations and final averages, while the control group performed significantly better on class projects. No significant difference was found between the quiz scores of the two groups.

Keywords:

• active learning
• audience response system
• constructivism
• peer instruction
• PI
• peer-assisted learning