Purpose: This study examined whether peer instruction enhanced the retention of content for learners who participated in a review session utilizing an Audience Response System (ARS).

Methods: Review sessions for two groups of students taking the same course were conducted. Both groups utilized ARS to answer questions presented in the session, while only one group also utilized an educational method known as peer instruction-otherwise, sessions were identical. Performance on quizzes covering the same subject matter, as well as course exam, was analyzed to determine the potential long- and short-term effects of the combination of peer instruction with ARS on course performance and satisfaction.

Results: There was no significant difference in performance on administered quiz questions between the groups for the pre-quiz (before the review session), the post-quiz (directly after the review session), nor the end-of-semester quiz. The group that utilized peer instruction had a statistically significant increase (p = 0.008767) in performance on the administered course exam. Both groups expressed satisfaction for the course as well as peer instruction, regardless if their particular group utilized peer instruction in their review session or not.

Conclusions: The combination of peer instruction with ARS may be an effective tool to improve short-term performance outcomes as evidenced by the difference in course exam performance between groups. Further research should be conducted to determine techniques that can have a greater impact on long-term performance.

Keywords: active learning; audience response; educational technology; learning; peer instruction; teaching.

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