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Interteaching: How much does each component increase its efficacy?

Stephanie T Jimenez1, Catherine M Gayman2

  • 1Department of Psychology, University of Pittsburgh at Johnstown.

Journal of Applied Behavior Analysis
|May 24, 2021
PubMed
Summary

Interteaching significantly improves student learning. Laboratory research indicates that combining reading, a prep guide, and group discussion is most effective for academic success in educational settings.

Keywords:
component analysishigher educationinterteachingteaching

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Area of Science:

  • Educational Psychology
  • Cognitive Science

Background:

  • Interteaching is an evidence-based instructional method with demonstrated classroom effectiveness.
  • Limited laboratory research exists on interteaching's efficacy and its core components.

Purpose of the Study:

  • To investigate the specific components of interteaching that contribute to students' academic success in a controlled laboratory setting.
  • To expand the empirical understanding of interteaching beyond traditional classroom observations.

Main Methods:

  • A pretest/posttest experimental design was employed.
  • Participants were randomly assigned to one of four conditions: reading only, reading plus prep guide, reading plus prep guide plus group discussion, or reading plus prep guide plus group discussion plus lecture.
  • Academic performance was assessed via test scores.

Main Results:

  • The condition incorporating reading, a prep guide, and group discussion yielded the greatest improvement in test scores.
  • The addition of a clarifying lecture did not further enhance academic outcomes compared to the group discussion component alone.

Conclusions:

  • Group discussion appears to be a critical component of interteaching for improving student academic outcomes.
  • Future research should focus on the mechanisms through which group discussion enhances learning within the interteaching framework.