Impact of Student-Led Instruction vs. Professor-Led Instruction on Course Performance and Student Perceptions of Learning

Abstract

This study examines the difference in student performance when exposed to either student-led or professor-led instruction on Faith and Work topics, and whether the difference in instruction method has an impact on student beliefs about their learning and their perceptions about student-led instruction. Quiz scores and post-course survey results indicate that there was no difference in student performance based on instruction method, but student perceptions about learning varied. The results suggest that the process of creating student presentations positively influences learning, but that learning content from peers is not viewed as having a positive impact on learning.