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Related Experiment Video

Updated: Jun 4, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Combining peer discussion with instructor explanation increases student learning from in-class concept questions.

M K Smith¹, W B Wood, K Krauter

¹Department of Molecular, Cellular, and Developmental Biology University of Colorado at Boulder, CO 80309, USA. micsmith@u.washington.edu

CBE Life Sciences Education

|March 3, 2011

Summary

Using classroom clicker questions transformed teaching. Combining peer discussion with instructor explanation significantly boosted student learning in genetics courses compared to either method alone.

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Area of Science:

Biology Education
Genetics Pedagogy

Background:

Traditional instructor-centered classrooms can be enhanced by incorporating technology like clickers.
Clicker-based questions facilitate a shift towards more learner-centered constructivist teaching environments.

Purpose of the Study:

To compare the effectiveness of three distinct pedagogical approaches using clickers in genetics courses.
To investigate how different student ability groups respond to these approaches.

Main Methods:

Pairs of similar concept questions were administered to students in majors' and nonmajors' genetics courses.
Students engaged in one of three conditions: peer discussion only, instructor explanation only, or peer discussion followed by instructor explanation.
Student understanding was monitored individually before and after the intervention.

Main Results:

The combination of peer discussion and instructor explanation led to substantial improvements in average student performance.
All student ability groups (weak, medium, strong) showed the greatest benefit from the combined approach.
While strong performers benefited less from instructor-only explanations, weak nonmajor performers showed only marginal gains with the combined approach compared to instructor explanation alone.

Conclusions:

Peer discussion and instructor explanation are synergistic, significantly enhancing student learning in genetics.
The optimal pedagogical approach using clickers varies by student ability and course level.
Emphasizing peer interaction is crucial for engaging all students, including high achievers.