Interteaching and the testing effect: How quizzes alter the efficacy of interteaching

Publication Year:
2010
Usage 41
Downloads 36
Abstract Views 5
Repository URL:
https://commons.lib.jmu.edu/master201019/397
Author(s):
Lambert, Tonya
Publisher(s):
JMU Scholarly Commons
Tags:
interteaching; education; behavior analysis
thesis / dissertation description
In recent years, educational systems have come under great scrutiny. In response to this scrutiny, researchers have developed numerous behavior-analytic teaching methods, the most recent being interteaching. In a growing number of studies, interteaching has proven to be more effective than traditional methods of instruction, but little research has examined ways to make interteaching even more effective. Research on the testing effect suggests that frequent testing may improve student-learning outcomes. Thus, including post-discussion quizzes as a part of interteaching might be one way to make it more effective. In the present study, participants completed interteaching in a simulated classroom setting. Some participants completed a post-discussion quiz, whereas others completed anagrams. All participants then returned 1 week later to take a brief quiz. Participants who completed anagrams had higher quiz scores than those who completed post-discussion quizzes. Although further research is needed, these results suggest that the testing effect may not enhance interteaching and, in fact, may diminish its efficacy.