Interteaching: How much does each component increase its efficacy?

Abstract

Although interteaching has been shown to improve students' understanding of course material in a multitude of classroom studies, only one laboratory study investigating it has been published. In that study, interteaching led to significantly higher scores on a quiz compared to other teaching methods. The goal of the present study was to add to the laboratory literature in this area by determining which components of interteaching are important for students' academic success. A pretest/posttest design was used in which participants were randomly assigned to experience 1 of 4 conditions: 1) reading; 2) reading plus prep guide; 3) reading, prep guide, plus group discussion; or 4) reading, prep guide, group discussion, plus clarifying lecture. The results demonstrated that condition 3 produced the highest improvement in test scores, implying that the group discussion was integral to producing positive academic outcomes.

Evaluating the use of preparation guides in interteaching versus a quiz alternative

“…Researchers also have performed component analyses to evaluate the importance of each unique aspect of interteaching (Jimenez & Gayman, 2021; Rosales et al, 2018) as well as their relative placement (Hurtado‐Parrado et al, 2022). Recently, Jimenez and Gayman (2021) systematically evaluated each of four components of interteaching (i.e., reading, preparation guides, group discussion, and clarifying lecture) to see at what point student performance improved in a mock classroom setting over a 45‐min period.…”

“…Researchers also have performed component analyses to evaluate the importance of each unique aspect of interteaching (Jimenez & Gayman, 2021; Rosales et al, 2018) as well as their relative placement (Hurtado‐Parrado et al, 2022). Recently, Jimenez and Gayman (2021) systematically evaluated each of four components of interteaching (i.e., reading, preparation guides, group discussion, and clarifying lecture) to see at what point student performance improved in a mock classroom setting over a 45‐min period. The results showed that students who experienced reading, preparation guides, and group discussion performed significantly better on assessments relative to students who experienced reading alone or reading and preparation guides without a group discussion.…”