The Impact of Peer Instruction on Ninth Grade Students’ Trigonometry Knowledge

Abstract In this study, we conducted peer instruction (PI) activities to promote student participation in the learning process and test hypothesis that PI improves achievement. Two ninth-grade classes were randomly assigned as treatment control groups. Pre-test post-test data obtained for measuring mathematics achievement trigonometry. Data analyzed using analysis of covariance procedures with an alpha significance level 0.05. Results indicated no significant effects on This study implies more robust studies are needed reveal real effect PI.