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Date of Graduation
Summer 5-7-2010
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Department of Graduate Psychology
Advisor(s)
Bryan K. Saville
Tracy Zinn
Jessica Irons
Abstract
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.
Recommended Citation
Lambert, Tonya, "Interteaching and the testing effect: How quizzes alter the efficacy of interteaching" (2010). Masters Theses, 2010-2019. 397.
https://commons.lib.jmu.edu/master201019/397
