Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis.

Fantuzzo, John W.; Riggio, Ronald E.; Connelly, Sharon; Dimeff, Linda A.

doi:10.1037/0022-0663.81.2.173

Cited by 166 publications

(123 citation statements)

References 16 publications

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“…In contrast, studies of methods that used group goals based on a single group product or provided no group rewards found few positive effects, with a median effect size of only +.07. Comparisons of alternative treatments within the same studies found similar patterns; group goals based on the sum of individual learning performances were necessary to the instructional effectiveness of the cooperative learning models (e.g., Chapman, 2001;Fantuzzo, Polite, & Grayson, 1990;Fantuzzo, Riggio, Connelly, & Dimeff, 1989).…”

Section: Empirical Support For the Motivational Perspectivementioning

confidence: 84%

Cooperative Learning and Academic Achievement: Why Does Groupwork Work?. [Aprendizaje cooperativo y rendimiento académico: ¿por qué funciona el trabajo en grupo?]

Slavin

2014

analesps

157

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Título: Aprendizaje Cooperativo y rendimiento académico: ¿Por qué funciona el trabajo grupal? Resumen: El aprendizaje cooperativo hace referencia a los métodos de enseñanza en los que los estudiantes trabajan en pequeños grupos para ayudarse a aprender. En este artículo se revisan cuatro de las principales perspectivas teóricas sobre los efectos del aprendizaje cooperativo en el rendimiento: motivacional, cohesión social, evolutiva y elaboración cognitiva. La evidencia de la investigación práctica en el aula apoya, fundamentalmente, la perspectiva motivacional, que destaca el uso de los objetivos del grupo y la responsabilidad individual para el éxito del grupo. Sin embargo, hay condiciones en las que los métodos, derivados de las cuatro perspectivas teóricas, contribuyen al aumento del rendimiento. En este artículo se reconcilian estas cuatro perspectivas en una teoría unificada de los efectos de aprendizaje cooperativo. Palabras clave: Aprendizaje cooperativo; rendimiento; cooperación; motivación, desarrollo Abstract: Cooperative learning refers to instructional methods in which students work in small groups to help each other learn. Four major theoretical perspectives on achievement effects of cooperative learning are reviewed: Motivational, social cohesion, developmental, and cognitive elaboration. Evidence from practical classroom research primarily supports the motivational perspective, which emphasizes the use of group goals and individual accountability for group success. However, there are conditions under which methods derived from all four theoretical perspectives contribute to achievement gain. This chapter reconciles these perspectives in a unified theory of cooperative learning effects.

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Section: Empirical Support For the Motivational Perspectivementioning

confidence: 84%

Cooperative Learning and Academic Achievement: Why Does Groupwork Work?. [Aprendizaje cooperativo y rendimiento académico: ¿por qué funciona el trabajo en grupo?]

Slavin

2014

analesps

157

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“…RENKL teaching as a central component, for example, the jigsaw method (Aronson, 1984;Aronson, Blaney, Stephan, Sikes, & Snapp, 1978), the reciprocal teaching approach (Brown & Campione, 1990;Palincsar & Brown, 1984), the reciprocal tutoring method (Fantuzzo, King, & Heller, 1992;Fantuzzo, Riggio, Connelly, & Dimeff, 1989), and the scripted cooperation and cooperative teaching script procedures (Lambiotte et al, 1987;O'Donnell & Dansereau, 1992).…”

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confidence: 99%

Learning for later teaching: An exploration of mediational links between teaching expectancy and learning results

Renkl

1995

Learning and Instruction

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It was investigated to what extent the expectancy of a teaching demand influences learning results. In addition, possible mediator effects were explored. Thirty-six subjects (students of education) learned from worked-out examples in the domain of probability calculus under two different conditions: The experimental group expected to be required to explain similar worked-out examples to a third person, whereas the control group merely anticipated to be tested on similar problems. The results showed that the teaching expectancy decreased the superficiality of studying the worked-out examples, lowered intrinsic motivation, and increased, to some extent, anxiety during learning. The learning results were negatively influenced by anxiety during learning and were positively associated with the time allocated to construct a sound problem representation. However, no assumed mediator effect proved to be of real significance. In addition, the learning gains were not affected by the teaching expectancy.

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“…11 The peer tutors and learners have been shown to benefit significantly in this learning environment, not only in the acquisition of theoretical knowledge and motor skills but also in the development of communication skills. 12,13 It has also been shown to develop communication and professional skills. 14 This study was done to compare the knowledge gain and the application of concepts after the traditional integrated case based lectures and peer case based integrated lectures.…”

mentioning

confidence: 99%

Impact of integration through peer instructed lectures

Bathini¹,

Sen²

2017

Int J Basic Clin Pharmacol

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Background: Integrated case based lectures are widely used as an effective method of teaching and learning. This method not only integrates all the disciplines in a particular year but also presents them in an effective case based format. Over the years, the students were less enthusiastic about this method. In order to make it more student centred and to actively involve them we have introduced peer case based integrated lectures. Peer assisted learning is a strong educational strategy known to benefit peer tutors and learners. This study evaluates the Knowledge gain of both the methods to see if there is any significant difference.Methods: Students in their 2nd year MBBS who agreed to participate were included in the study. After a series of discussions with the curriculum committee, the basic and clinical faculty, topics of public health importance were selected and written case scenarios with a set of relevant questions were formulated. In case based integrated lectures for tuberculosis, lectures were taken by faculty of the pertaining disciplines. In the peer case based integrated lectures on HIV, the same were taken by the students. A pre-test and post test was conducted after each session to know if there is a significant difference in knowledge gain in the two formats.Results: For the case based and peer led case based lectures, the mean student attendance was 90% and 86%. In the pre-test of integrated group on tuberculosis the mean score was 9.96 with standard deviation of 2.38. The post-test of the same group, the mean knowledge score was 13.63 with standard deviation of 2.20. There was significant improvement in knowledge with the case based integrated lectures of 3.67. The p value (0.0001) for this intervention is extremely significant. The post-test marks obtained for integrated and peer integrated group were 13.63±2.20 and 15.86±2.39 respectively. The mean increase in knowledge after peer case based integrated group was 6.1 when compared to increase in knowledge after case based integrated group which was 3.67.Conclusions: Integrated case base lectures is an effective teaching learning tool which can be further made student centric by involving students as peer teachers. Peer teaching is a valuable methodology to engage learners as teachers to improve their knowledge and communication skills as well creating an environment in which the peer audience will likely actively discuss and exchange ideas. Peer assisted learning is need of time to increase critical reasoning skills of medical students.

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Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis.

Cited by 166 publications

References 16 publications

Cooperative Learning and Academic Achievement: Why Does Groupwork Work?. [Aprendizaje cooperativo y rendimiento académico: ¿por qué funciona el trabajo en grupo?]

Cooperative Learning and Academic Achievement: Why Does Groupwork Work?. [Aprendizaje cooperativo y rendimiento académico: ¿por qué funciona el trabajo en grupo?]

Learning for later teaching: An exploration of mediational links between teaching expectancy and learning results

Impact of integration through peer instructed lectures

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