Peer learning in large size format: is it effective in bolstering problem-solving and metacognitive skills?

Active methods tend to bolster university students’ learning. Previous studies highlight that they generally improve learners’ outcomes in concept inventories focused on conceptual understanding. In the context of a physics course offered to some Italian Engineering freshmen in academic year 2021-2022, a quasi-experiment was implemented to investigate the effectiveness of a new pedagogical approach, based on the synergistic use of different educational practices and tools, and strengthened by the use of technology. Its effectiveness was measured investigating the freshmen’ rate of success in their physics course final exam. This study highlights that this methodology is effective in increasing students’ learning in the context of large size formats and a conservative estimate quantifies in 9.4% the size of this effect.