written by Hideo Nitta

A mathematical theory of peer instruction describing the increase of the normalized number of correct answers due to peer discussion is presented. A simple analytic expression is derived which agrees with class data. It is shown that our theory is connected to the mathematical learning models proposed by Pritchard et al. It is also shown that obtained theoretical lines are useful for analyzing peer-instruction efficiencies.

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Released under a This article was published in Phys. Rev. ST Physics Ed. Research 6, 020105, DOI: 10.1103/PhysRevSTPER.6.020105 and is released under the terms of the Creative Commons Attribution 3.0 License.

Published August 3, 2010
Last Modified March 12, 2011

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