Peer discussions and response technology: shortinterventions, considerable gains

Abstract

Student response systems are commonly used in combination with peer discussions during lectures. Research has shown that the number of correct answers increases when the same question is re-asked after discussion. This may occur because unconfident students copy the answer from their peers. To preclude this, the authors added a second, similar question to answer individually, disguised as a new case. The authors found a Cohen’s d effect size of 0.66 (N: 147) for eight valid interventions which is 65 percent above the average effect of interventions aimed at increasing student performance.