Varying the Preparation Guide and Group Discussion in a Classroom Analysis of Interteaching

Abstract

Interteaching is a strategy that shifts the emphasis from passive student learning to active engagement through the use of preparation guides, small group discussions, clarifying lectures, and frequent testing. Several classroom studies have demonstrated that interteaching leads to better student comprehension and higher test scores. However, the specific strategies used in these studies vary slightly. The goal of the present study was to compare two different ways of implementing the preparation guide and group discussions to determine which method led to higher academic success. A group design was used in two sections of a psychology course over two semesters. One section experienced the standard interteaching method, where students completed the entire preparation guide prior to class and engaged in small group discussions during class. The second section was divided into two groups and each group was given half of the preparation guide to complete. Students, then, went through two rounds of group discussions: first, in a dyad with a member that completed the same portion of the preparation guide and then in a larger group with another dyad who completed the other portion of the preparation guide. Students in the second section scored more points on exam questions that came from their half of the preparation guide and they demonstrated less of a preference for interteaching than those who experienced the standard interteaching method. Results from this study indicate that instructors should have students read and complete the entire preparation guide to allow for more effective implementation of interteaching.

Comparing strategies for active participation of students in group discussions

“…The merits of collaborative learning for adult learners have been well documented in the literature (Dallmer, 2004; Gayman and Jimenez, 2020). The range of benefits includes engaging students in active learning, promoting self-understanding, encouraging critical thinking, improving interpersonal skills, increasing motivation, and learning about teamwork.…”

“…The main research question in the present study is which assessment guideline leads to a more meaningful discussion and better outcome. Researchers have suggested various ways to increase students’ engagement in group discussion or to improve the quality of students’ interactions (Gayman and Jimenez, 2020). Traditionally, the author has followed the guidelines suggested in educational technology textbooks (e.g.…”

Comparison of the Effect of two Teaching Methods (Brainstorming and Group Discussion) by E-Learning Method on the Rate of Learning and Interest in Group Work in Social Studies Course for Third Grade Students in Tehran

“…Another active teaching method is the group discussion teaching method (Wester, 2021), which is a regular, structured, and thought-provoking conversation about a single topic and all participants in the discussion are interested in, and is usually led by students and sometimes teachers (Gayman & Jimenez, 2020). In group discussion, learners learn by experiencing along with an atmosphere of collaboration and participation in thinking, freely expressing their views, and evaluating the discussions and views of others (Lin & Xie, 2017).…”

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

“…A robust line of research shows that interteaching results in superior academic performance when compared with traditional lecture‐based teaching (Hurtado‐Parrado et al, 2022; Saville et al, 2006). In addition, studies on interteaching often demonstrate high social validity, with students regularly describing interteaching as both preferable and more instructive than traditional lectures (e.g., Arntzen & Hoium, 2010; Gayman & Jimenez, 2020; Saville et al, 2006; Zayac & Paulk, 2014).…”