Enhancement in Critical Thinking Skills Using the Peer Instruction Methodology

Abstract

The study focuses on addressing whether the peer instructional constructive methodology enhances the student's critical thinking stills from lower order to higher order based on the learning taxonomies like Blooms revised taxonomy (BT) [1]. Research design adopted is quasi-experimental, two equivalent groups, post-test, same-topic design. Different type of questionnaire at the increasing cognitive levels of thinking (aligned with Bloom's taxonomy action verbs) were administered to measure the performance with and without the PI implementation. It was observed that the experimental group student's ability to effectively comprehend the physics concepts as well as the problem solving cognitive strategies enhanced significantly relative to the students of control group.