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PEER LEARNING IN LARGE SIZE FORMAT: IS IT EFFECTIVE IN BOLSTERING PROBLEM-SOLVING AND METACOGNITIVE SKILLS?

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  • Matteo Bozzi,
  • Roberto Mazzola,
  • Maurizio Zani
DOI: https://doi.org/10.36253/ijas-17025

Published 2025-12-30

Keywords

  • Peer learning,
  • Peer discussion,
  • Student response system,
  • Technology,
  • STEM

How to Cite

Bozzi, M., Mazzola, R., & Zani, M. (2025). PEER LEARNING IN LARGE SIZE FORMAT: IS IT EFFECTIVE IN BOLSTERING PROBLEM-SOLVING AND METACOGNITIVE SKILLS?. Italian Journal of Applied Statistics. https://doi.org/10.36253/ijas-17025

Copyright (c) 2024 Matteo Bozzi, Roberto Mazzola, Maurizio Zani

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

Active methods tend to bolster university students’ learning. Previous studies highlight that they generally improve learners’ outcomes in concept inventories focused on conceptual understanding. In the context of a physics course offered to some Italian Engineering freshmen in academic year 2021-2022, a quasi-experiment was implemented to investigate the effectiveness of a new pedagogical approach, based on the synergistic use of different educational practices and tools, and strengthened by the use of technology. Its effectiveness was measured investigating the freshmen’ rate of success in their physics course final exam. This study highlights that this methodology is effective in increasing students’ learning in the context of large size formats and a conservative estimate quantifies in 9.4% the size of this effect.

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