A CROSS-INSTITUTIONAL INVESTIGATION OF PEER INSTRUCTION IN INTRODUCTORY COMPUTING

Abstract

Peer Instruction (PI) is an instructional approach that places students at the centre of the learning process, shifting their position from passive recipients of information to active contributors within the classroom setting. In recent years, a considerable body of academic literature has emerged, focusing on the significance of PI within the field of computer science. This study report aims to conduct a cross-institutional inquiry to evaluate the efficacy of Peer Instruction (PI) as a pedagogical approach in basic computing courses. Peer Instruction is an instructional approach that prioritises student-centered and active learning methodologies, fostering peer contact and promoting involvement in the educational process. This research is a collaborative effort among many academic institutions with the objective of evaluating the influence of Peer Instruction (PI) on student learning results, engagement levels, and overall satisfaction. The technique used in this study encompasses both quantitative analysis of pre- and post-test results, as well as qualitative examination of student comments, in order to assess the efficacy of the instructional intervention. The findings of this study conducted across many institutions indicate that the implementation of Peer Instruction proves to be a successful approach in enhancing student learning outcomes and fostering engagement in basic computing courses. The integration of active learning, peer interaction, and rapid application of knowledge seems to facilitate a more profound comprehension of the subject matter. Additional investigation may be conducted to examine the extended duration of information retention and the potential for using the Peer Instruction methodology in bigger classroom environments