Improving Student Learning in Large Lecture Classes at a State University via the Use of Electronic Response Systems and Two Different Questioning Strategies

The purpose of this study was to compare the effects of a no peer-discussion strategy and a peer discussion strategy on student learning and attitudes in two large lecture sections of an undergraduate macroeconomics class using informal dyads and a combination of traditional and Think-Pair-Share questions. Random assignment was used to determine the experimental and control sections. Each section contained more than 400 subjects, comprised predominantly of freshmen and sophomore students from across a wide variety of disciplines. Dependent variable one, student learning, was subdivided into four dependent variables and categorized according to Bloom's (1956) taxonomy for additional analysis. Dependent variable two, student attitude, was measured by a survey that assessed four different factors. The results for the student learning variable did not support the hypothesis that students in the peer discussion group would have higher test scores. The hypothesis that the predicted increased student attitudes in the peer discussion group was only partially supported. However, survey reliability was very low, thereby reducing the value of the finding. The importance of classroom management and structure emerged as an overall factor to consider when developing instructional strategies that include the use of informal dyads and peer discussion in large lecture classes.