Interteaching Versus Traditional Methods of Instruction: A preliminary analysis

Bryan K. Saville
Tracy E. Zinn
Marcus P. Elliot

Abstract

Interteaching is a new pedagogical method based on behavior-analytic principles, it includes elements of Keller's (1968) Personalized System of Instruction, reciprocal peer tutoring, and cooperative learning. We examined the effectiveness of interteaching relative to more traditional methods of instruction in a controlled laboratory setting. We randomly assigned participants to 1 of 4 conditions: interteaching, lecture, reading, or control. Participants in the interteaching group performed significantly better on a short multiple-choice quiz than participants in the other groups. Our results suggest that interteaching may be an effective alternative to other methods of classroom instruction.

Keywords

Annotation

Saville, B. K., Zinn, T. E., & Elliott, M. P. (2005). Interteaching versus traditional methods of instruction: A preliminary analysis. Teaching of Psychology, 32(3), 161-163.

APA Citation

Saville, B. K., Zinn, T. E., & Elliott, M. P. (2005). Interteaching versus traditional methods of instruction: A preliminary analysis. Teaching of Psychology, 32(3), 161-163.

About the Study

Links to Article https://scholar.google.com/scholar?q=Interteaching+vs.+traditional+methods+of+Instruction:+A+preliminary+analysis&hl=en&as_sdt=0&as_vis=1&oi=scholart
http://10.1207/s15328023top3203_6
Mode
Publication Type Journal Article
In Publication Teaching of Psychology
Type of Research Other
Research Design Experiments
Intervention/Areas of Study
Level of Analysis Student-level
Specific Populations Examined Undergraduates
Peer-Reviewed Yes
Specific Institutional Characteristics of Interest
Specific Course or Program Characteristics
Outcome Variables of Interest
Student Sample Size 0-99
Citing Articles https://scholar.google.com/scholar?cites=10591869337480075285&as_sdt=5,50&sciodt=0,50&hl=en


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