An Investigation of the Effects of Reciprocal Peer Tutoring on Achievement, Self-Efficacy, and Test Anxiety

Griffin, Marlynn M.; Griffin, Bryan W.

doi:10.1006/ceps.1998.0971

Cited by 80 publications

(70 citation statements)

References 22 publications

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“…In fact, Greenwood (1997) reported on 12 years of data indicating that at-risk students with mild disabilities acquired skills faster, retained more, and increased social competency to a greater degree with RPT than without it. On the other hand, RPT has produced only modest improvements (when compared with a control group) in the reduction of academic anxiety and student self-efficacy (Griffin & Griffin, 1998;Rittschof & Griffin, 2001). Still, even in studies in which only modest improvements were made, the students reported that RPT was helpful (e.g., Griffin & Griffin, 1997;Rittschof & Griffin, 2001).…”

Section: Sources Of Resistance To Alternative Approachesmentioning

confidence: 97%

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Interteaching: A strategy for enhancing the user-friendliness of behavioral arrangements in the college classroom

2002

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"Interteaching" is an arrangement for college classroom instruction that departs from the standard lecture format and offers an answer to criticisms commonly directed at behavioral teaching techniques. This approach evolved from exploratory use of small-group arrangements and Ferster and Perrott's (1968) "interview technique," leading ultimately to a format that is organized around focused dyadic discussion. Specific suggestions are offered that might enable both seasoned and novice instructors to incorporate this or similar arrangements into their classrooms. This approach retains some key characteristics of Keller's personalized system of instruction and precision teaching, but offers greater flexibility for strategies that are based on behavioral principles.

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Section: Sources Of Resistance To Alternative Approachesmentioning

confidence: 97%

“…Guided by the student's requests, lecture preparation is targeted and efficient. (Griffin & Griffin, 1998). Students change roles from teacher to student during the day and may receive points for performing their roles competently (Greenwood, 1997).…”

Section: Sources Of Resistance To Alternative Approachesmentioning

confidence: 99%

Interteaching: A strategy for enhancing the user-friendliness of behavioral arrangements in the college classroom

2002

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“…However, those who are of lower socioeconomic status tend to work better in cooperative learning situations. These students who struggle academically may need to build "self efficacy" through the use of cooperative learning (Griffin and Griffin, 1998).…”

Section: Definitionmentioning

confidence: 99%

“…Johnson et al found that cooperative learning encouraged "achievement and productivity" (Davidson and Kroll, 1991;Griffin and Griffin, 1998). Actually, this is significantly true in less than half of the studies done prior to 1991; they either favor cooperative learning or they are inconclusive because of unforeseen variables (Davidson and Kroll, 1991;Griffin and Griffin, 1998). Webb believes that by analyzing the types of feedback and questions occurring in the group setting, cooperative learning can be structured in a way that benefits all students in a statistically significant way (1991).…”

Section: Definitionmentioning

confidence: 99%

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An Analysis and Synthesis of Research on Classroom Peer Tutoring Methods that Benefit Intermediate Math Students

Grimm¹

2004

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Investigating the Relationship Between PBL Process Grades and Content Acquisition Performance in a PBL Dental Program

Bergmann

Dalrymple

Wong

et al. 2007

Journal of Dental Education

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In this study, we examined the relationship between students' problem-based learning (PBL) skills and their content acquisition as measured by traditional examinations. We conducted this investigation to evaluate the assumption that students' learning in the small group setting of PBL as evaluated by their faculty facilitators was an accurate indicator of students' learning as measured by problem analysis tests and traditional content acquisition tests. Parallel model reliability analyses were conducted to determine reliability for each year's assessment components, which included multiple choice examinations, image-based computer tests, facilitators' evaluations of students' performance in the PBL small groups, and assessments that measured the students' problem analysis and problem-solving skills. We also performed correlation tests to analyze the data. The reliability tests show that all assessment measures were consistently significant. There were predominantly significant correlations between process type assessment measures and the more traditional objective tests. When analyzed on a yearly basis, all of the correlations were significant. When analyzed on a trimester basis, all of the correlations were positive, with many being significant. The finding that the process grade revealed significant correlation with the other two assessment tools indicates that although process type evaluations may seem to be primarily subjective, they are an important metric for monitoring student progress.

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An Investigation of the Effects of Reciprocal Peer Tutoring on Achievement, Self-Efficacy, and Test Anxiety

Cited by 80 publications

References 22 publications

Interteaching: A strategy for enhancing the user-friendliness of behavioral arrangements in the college classroom

Interteaching: A strategy for enhancing the user-friendliness of behavioral arrangements in the college classroom

An Analysis and Synthesis of Research on Classroom Peer Tutoring Methods that Benefit Intermediate Math Students

Investigating the Relationship Between PBL Process Grades and Content Acquisition Performance in a PBL Dental Program

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