Peer Instruction as a Collaborative Learning Strategy in the Teaching of Linear Algebra in Higher Education

Abstract

This study analyzes the effectiveness of peer instruction as a collaborative learning strategy for teaching linear algebra at the university level. A quasi-experimental pretest–posttest design with nonequivalent groups was applied, involving 63 first-year students. The control group received traditional lecture-based instruction, whereas the experimental group engaged in peer instruction, discussing and justifying answers to conceptual questions designed to promote reasoning and deep understanding. Simulated data show that both groups had similar initial levels in the pretest (p > .05), but the experimental group demonstrated a significant improvement in the posttest (p < .001) with a moderate effect size (Cohen’s d ≈ 0.70). These results confirm that peer interaction fosters conceptual understanding, cognitive self-regulation, and knowledge retention in abstract topics such as linear algebra. Moreover, the methodology increased students’ motivation and participation, which are key elements of active learning. It is concluded that peer instruction is an effective, flexible, and replicable pedagogical strategy in higher education contexts, capable of enhancing academic performance and promoting meaningful learning of mathematical concepts. The study recommends its gradual implementation as part of the pedagogical transformation toward more participatory, student-centered learning models.