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Published on Jun 27, 2011
A comparative study that was performed in a University level physics laboratory exercise. A reference group performed the exercise the traditional way. Another group, the peer-learning group, performed the exercise in a modified way to increase student to student interactions. The study was evaluated by three methods: a survey, a knowledge test and by an observer. The peer-learning group showed higher levels of satisfaction, performed better on the test and were more active in the classroom. We believe that student helping each other greatly influence a more authentic student performance which is essential to promote creativity and curiosity.