Senior Honors Projects, 2010-2019
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Date of Graduation
Spring 2015
Document Type
Thesis
Degree Name
Bachelor of Science (BS)
Department
Department of Psychology
Advisor(s)
Tracy Zinn
Abstract
Interteaching is a behavioral method of teaching college co urses, where students take a more active approach to learning. The current study manipulated int erteaching preparation guides and studied the effects on exam scores, attendance, duration of discussion, and ratings of the discussions. Both groups received the same materials in di fferent formats. The control group completed full prep guides at home, which included factual an d application questions. The intervention group completed revised prep guides at home, whi ch included factual questions, and application questions in class. During discussions, the control group discussed answers to the full prep guides, and the intervention group composed answers to th e in-class application questions. There were significant differences between the control and intervention groups on duration of the discussions. The two groups were not significantly different on exam scores, ratings of discussions, or number of absences.
Recommended Citation
Ricotta, Julia, "The effects of in-class application questions on academic behaviors" (2015). Senior Honors Projects, 2010-2019. 88.
https://commons.lib.jmu.edu/honors201019/88
Included in
Applied Behavior Analysis Commons, Educational Methods Commons, Higher Education Commons
