A Systematic Replication Comparing Interteaching and Lecture in the Community College Classroom

Autor/in	Felderman, Theresa A.
Titel	A Systematic Replication Comparing Interteaching and Lecture in the Community College Classroom
Quelle	In: Community College Journal of Research and Practice, 40 (2016) 9, S.739-749 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2015.1075445
Schlagwörter	College Students; Lecture Method; Cooperative Learning; Teamwork; Instructional Effectiveness; Scores; Tests; Student Attitudes; Two Year College Students; Teaching Methods; Psychology; Statistical Analysis + Suchen Sie Ihr Suchwort? Collegestudent; Kooperatives Lernen; Unterrichtserfolg; Examination; Prüfung; Examen; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Psychologie; Statistische Analyse
Abstract	Researchers demonstrated the effectiveness of interteaching relative to lecture in 4-year university classrooms, but exploration in other settings is deficient. This systematic replication examines the extent to which interteaching leads to increased exam scores compared to traditional lecture in the community college classroom. Participants in two introductory psychology sections took identical exams following counterbalanced alternating lecture and interteaching conditions. Most student exam scores following interteaching were slightly higher than exams following the lecture condition, with statistically significant differences in two of the six exams. Students in both sections correctly answered more interteaching-based than lecture-based questions on the cumulative final exam, although these differences were not significant. During interteaching, students earned significantly more points throughout the semester compared to the lecture condition. Also, more students reportedly preferred interteaching relative to lecture. The results of this study comparing interteaching to lecture in a community college setting are consistent with the results in the original study within a 4-year university classroom. Students' exam score gains and significant cumulative point differences suggest interteaching may be an effective alternative to traditional lecture, potentially producing meaningful differences in student performance within the community college setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01