Applying Peer Instruction to Teaching Physics in Grade 7

Considering the challenges students face in learning physics, exploring the use of peer instruction in primary school could provide teachers with a valuable new teaching strategy. This research encompassed teaching the topics Balance and Energy, with the aim of examining the impact of peer instruction on student achievement and its role in reducing misconceptions. The respondents were 132 Grade 7 students (13 years old) from two primary schools in Subotica, Republic of Serbia. A pedagogical experiment was conducted with an experimental and control group, using a pretest-posttest design. Statistical analysis included the Mann-Whitney U test, independent samples t-test, paired samples t-test, and calculation of n-gain and the percentage of students understanding the concepts. The results showed that the application of peer instruction leads to better student achievement (the t-test results showed a significant difference between the experimental and control groups at the end of the pedagogical experiment, t = –3.86, p

Academic achievement · Peer Instruction · Significant difference · Statistical analysis · Student achievement · Teaching method · Education, Law, and Society · Educational Challenges and Innovations · Environmental Science and Water Management