Effect of peer instruction on the likelihood for choosing the correct response to a physiology question

Autores
Relling, Alejandro Enrique; Giuliodori, Mauricio Javier
Año de publicación
2015
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
The aims of the present study were to measure the effects of individual answer (correct vs. incorrect), individual answer of group members (no vs. some vs. all correct), self-confidence about the responses (low vs. mid vs. high), sex (female vs. male students), and group size (2-4 students) on the odds for change and for correctness after peer instruction in a veterinary physiology course (n = 101 students). Data were assessed by multivariable logistic regression analysis. The likelihood for change after peer instruction increased when the confidence on an individual answer was low (P < 0.01), when the answer was incorrect (P < 0.01), and when group members had different responses (P < 0.01). The likelihood for correctness after peer instruction increased when the confidence in group answers was high (P < 0.01), when the individual answer was correct (P < 0.01), and when at least one of the group members had the correct response (P < 0.01). After peer discussion, more changes were from incorrect to correct responses than vice versa (72% vs. 28%, P < 0.01). Changes to correct answers occurred after discussion with peers having both the correct individual response (76% of times) and also the incorrect individual answer (24% of times). In conclusion, the benefits of peer instruction are due to students having correct answers generally prevail in discussions. Also, students who all have incorrect answers can get the correct answer through debate and discussion.
Fil: Relling, Alejandro Enrique. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico CONICET- La Plata. Instituto de Genética Veterinaria ; Argentina
Fil: Giuliodori, Mauricio Javier. Universidad Nacional de La Plata. Facultad de Ciencias Veterinarias; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Materia
Student Feedback
Odds for Correctness
Odds for Change
Peer Instruction
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/48155
Acceder
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oai_identifier_str oai:ri.conicet.gov.ar:11336/48155
network_acronym_str CONICETDig
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network_name_str CONICET Digital (CONICET)
spelling Effect of peer instruction on the likelihood for choosing the correct response to a physiology questionRelling, Alejandro EnriqueGiuliodori, Mauricio JavierStudent FeedbackOdds for CorrectnessOdds for ChangePeer Instructionhttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5https://purl.org/becyt/ford/3.1https://purl.org/becyt/ford/3The aims of the present study were to measure the effects of individual answer (correct vs. incorrect), individual answer of group members (no vs. some vs. all correct), self-confidence about the responses (low vs. mid vs. high), sex (female vs. male students), and group size (2-4 students) on the odds for change and for correctness after peer instruction in a veterinary physiology course (n = 101 students). Data were assessed by multivariable logistic regression analysis. The likelihood for change after peer instruction increased when the confidence on an individual answer was low (P < 0.01), when the answer was incorrect (P < 0.01), and when group members had different responses (P < 0.01). The likelihood for correctness after peer instruction increased when the confidence in group answers was high (P < 0.01), when the individual answer was correct (P < 0.01), and when at least one of the group members had the correct response (P < 0.01). After peer discussion, more changes were from incorrect to correct responses than vice versa (72% vs. 28%, P < 0.01). Changes to correct answers occurred after discussion with peers having both the correct individual response (76% of times) and also the incorrect individual answer (24% of times). In conclusion, the benefits of peer instruction are due to students having correct answers generally prevail in discussions. Also, students who all have incorrect answers can get the correct answer through debate and discussion.Fil: Relling, Alejandro Enrique. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico CONICET- La Plata. Instituto de Genética Veterinaria ; ArgentinaFil: Giuliodori, Mauricio Javier. Universidad Nacional de La Plata. Facultad de Ciencias Veterinarias; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaAmerican Physiological Society2015-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/48155Relling, Alejandro Enrique; Giuliodori, Mauricio Javier; Effect of peer instruction on the likelihood for choosing the correct response to a physiology question; American Physiological Society; Advances In Physiology Education; 39; 3; 9-2015; 167-1711043-40461522-1229CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/doi/10.1152/advan.00092.2014info:eu-repo/semantics/altIdentifier/url/https://www.physiology.org/doi/10.1152/advan.00092.2014info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T10:23:14Zoai:ri.conicet.gov.ar:11336/48155instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 10:23:15.058CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Effect of peer instruction on the likelihood for choosing the correct response to a physiology question
title Effect of peer instruction on the likelihood for choosing the correct response to a physiology question
spellingShingle Effect of peer instruction on the likelihood for choosing the correct response to a physiology question
Relling, Alejandro Enrique
Student Feedback
Odds for Correctness
Odds for Change
Peer Instruction
title_short Effect of peer instruction on the likelihood for choosing the correct response to a physiology question
title_full Effect of peer instruction on the likelihood for choosing the correct response to a physiology question
title_fullStr Effect of peer instruction on the likelihood for choosing the correct response to a physiology question
title_full_unstemmed Effect of peer instruction on the likelihood for choosing the correct response to a physiology question
title_sort Effect of peer instruction on the likelihood for choosing the correct response to a physiology question
dc.creator.none.fl_str_mv Relling, Alejandro Enrique
Giuliodori, Mauricio Javier
author Relling, Alejandro Enrique
author_facet Relling, Alejandro Enrique
Giuliodori, Mauricio Javier
author_role author
author2 Giuliodori, Mauricio Javier
author2_role author
dc.subject.none.fl_str_mv Student Feedback
Odds for Correctness
Odds for Change
Peer Instruction
topic Student Feedback
Odds for Correctness
Odds for Change
Peer Instruction
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
https://purl.org/becyt/ford/3.1
https://purl.org/becyt/ford/3
dc.description.none.fl_txt_mv The aims of the present study were to measure the effects of individual answer (correct vs. incorrect), individual answer of group members (no vs. some vs. all correct), self-confidence about the responses (low vs. mid vs. high), sex (female vs. male students), and group size (2-4 students) on the odds for change and for correctness after peer instruction in a veterinary physiology course (n = 101 students). Data were assessed by multivariable logistic regression analysis. The likelihood for change after peer instruction increased when the confidence on an individual answer was low (P < 0.01), when the answer was incorrect (P < 0.01), and when group members had different responses (P < 0.01). The likelihood for correctness after peer instruction increased when the confidence in group answers was high (P < 0.01), when the individual answer was correct (P < 0.01), and when at least one of the group members had the correct response (P < 0.01). After peer discussion, more changes were from incorrect to correct responses than vice versa (72% vs. 28%, P < 0.01). Changes to correct answers occurred after discussion with peers having both the correct individual response (76% of times) and also the incorrect individual answer (24% of times). In conclusion, the benefits of peer instruction are due to students having correct answers generally prevail in discussions. Also, students who all have incorrect answers can get the correct answer through debate and discussion.
Fil: Relling, Alejandro Enrique. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico CONICET- La Plata. Instituto de Genética Veterinaria ; Argentina
Fil: Giuliodori, Mauricio Javier. Universidad Nacional de La Plata. Facultad de Ciencias Veterinarias; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
description The aims of the present study were to measure the effects of individual answer (correct vs. incorrect), individual answer of group members (no vs. some vs. all correct), self-confidence about the responses (low vs. mid vs. high), sex (female vs. male students), and group size (2-4 students) on the odds for change and for correctness after peer instruction in a veterinary physiology course (n = 101 students). Data were assessed by multivariable logistic regression analysis. The likelihood for change after peer instruction increased when the confidence on an individual answer was low (P < 0.01), when the answer was incorrect (P < 0.01), and when group members had different responses (P < 0.01). The likelihood for correctness after peer instruction increased when the confidence in group answers was high (P < 0.01), when the individual answer was correct (P < 0.01), and when at least one of the group members had the correct response (P < 0.01). After peer discussion, more changes were from incorrect to correct responses than vice versa (72% vs. 28%, P < 0.01). Changes to correct answers occurred after discussion with peers having both the correct individual response (76% of times) and also the incorrect individual answer (24% of times). In conclusion, the benefits of peer instruction are due to students having correct answers generally prevail in discussions. Also, students who all have incorrect answers can get the correct answer through debate and discussion.
publishDate 2015
dc.date.none.fl_str_mv 2015-09
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/48155
Relling, Alejandro Enrique; Giuliodori, Mauricio Javier; Effect of peer instruction on the likelihood for choosing the correct response to a physiology question; American Physiological Society; Advances In Physiology Education; 39; 3; 9-2015; 167-171
1043-4046
1522-1229
CONICET Digital
CONICET
url http://hdl.handle.net/11336/48155
identifier_str_mv Relling, Alejandro Enrique; Giuliodori, Mauricio Javier; Effect of peer instruction on the likelihood for choosing the correct response to a physiology question; American Physiological Society; Advances In Physiology Education; 39; 3; 9-2015; 167-171
1043-4046
1522-1229
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.1152/advan.00092.2014
info:eu-repo/semantics/altIdentifier/url/https://www.physiology.org/doi/10.1152/advan.00092.2014
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
dc.publisher.none.fl_str_mv American Physiological Society
publisher.none.fl_str_mv American Physiological Society
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.069144

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