ERIC Number: EJ1004927
Record Type: Journal
Publication Date: 2012-Jul
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0098-6283
EISSN: N/A
Interteaching and the Testing Effect: A Preliminary Analysis
Lambert, Tonya; Saville, Bryan K.
Teaching of Psychology, v39 n3 p194-198 Jul 2012
In a number of studies, interteaching has produced better student-learning outcomes than traditional teaching methods. Little research, however, has examined ways to make interteaching more effective. Research on the testing effect suggests that frequent testing may improve performance. Thus, including postdiscussion quizzes as a part of interteaching might enhance its efficacy. In this study, college students completed an interteaching session in a simulated classroom setting. Some students completed a postdiscussion quiz, whereas others completed anagrams. All students returned 1 week later to take another quiz over the material they had discussed the previous week. Students who completed postdiscussion quizzes had significantly lower quiz scores than students who completed anagrams. Thus, postdiscussion quizzes may not enhance the efficacy of interteaching.
Descriptors: Teaching Methods, Tests, Undergraduate Students, Retention (Psychology), Instructional Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia
Grant or Contract Numbers: N/A