High-structure versus low-structure cooperative learning in introductory psychology classes for student teachers: Effects on conceptual knowledge, self-perceived competence, and subjective task values

Supanc, Marina; Völlinger, Vanessa A.; Brunstein, Joachim C.

doi:10.1016/j.learninstruc.2017.03.006

Cited by 34 publications

(24 citation statements)

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“…Less knowledgeable learners were found motivated to engage in peer tutoring and showed better learning outcomes (Neugebauer et al, 2016). Even though more able tutors may feel at a disadvantage in engaging with less able tutees in a heterogeneous groupings, careful structuring and implementation of principles of cooperative learning ensure equal benefits in reciprocal peer tutoring (Supanc et al, 2017).…”

Section: Definitions and Classificationsmentioning

confidence: 99%

“…There is mounting evidence for the desirable academic outcomes of peer tutoring. Peer tutoring found to be effective in promoting students' academic knowledge building (Cohen, Kulik, & Kulik, 1982;Hawkins, Musti-Rao, Hughes, Berry, & McGuire, 2009;Topping, Peter, Stephen, & Whale, 2004), psychological development (Bowman-Perrott, Burke, Zhang, & Zaini, 2014), and social learning (Supanc et al, 2017). Topping (2005) interpreted the feeling of increased self-esteem to have resulted in peer tutoring from the opportunity of teaching, being heard, and winning the confidence of others.…”

Section: Expected Outcomesmentioning

confidence: 99%

“…Schleyer and co-workers (2005) also extended the list of benefits of peer tutoring identifying such psychological treats as the feeling of autonomy, taking responsibility of learning and in general feelings of independence (Schleyer, Langdon, & James, 2005). Peer tutoring was also identified as a positive influence in the students' development within the social dimension (Johnson & Johnson, 2009;Supanc et al, 2017). Effect on students' effort to achieve, the quality of their interpersonal relationships, and increment in the quality of communication skills were reported in relation to peer tutoring (Bowman-Perrott et al, 2014;Johnson & Johnson, 2009).…”

Section: Expected Outcomesmentioning

confidence: 99%

“…The purpose of this study is therefore to introduce test reciprocal peer tutoring which will not require much from the teachers' side and see if it results in successful improvements in students' achievement in the context of content focused curriculum and high-stake examination-oriented classroom environment. Numerous studies had been conducted on peer tutoring in general and reciprocal peer tutoring in particular (Miravet, Ciges, & García, 2014;Neugebauer et al, 2016;Supanc, Vollinger, & Brunstein, 2017;Topping, 2005). Therefore, here the aim is not merely to see if reciprocal peer tutoring works, but it is to test if the method brings about the desired outcomes in terms of students' academic achievement when the change takes place from the highly teacher-centred conditions to a student-centred one.…”

Section: Introductionmentioning

confidence: 99%

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Improving Secondary School Students Physics Achievement Using Reciprocal Peer Tutoring: A Multi-level Quasi-Experimental Study

Alemu

2020

EURASIA J MATH SCI T

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The purpose of this study was to test the best mix of reciprocal peer tutoring with direct teaching methods to improve students' achievement in secondary school physics teaching in content-focused and high-stake examination-oriented curriculum. Data was gathered from three equivalent grade-9 sections and assigned to three different intervention groups in pre-test post-test multi-level quasi-experimental design. The three groups used reciprocal peer tutoring once a week (N=46), twice a week (N=46) and three lessons in a week (N=51) for 9 weeks in two physics units. Results were that reciprocal peer tutoring helped in improving physics achievement of secondary school students (R2=0.316) in favour of low achieving (P=0.001) and female students (P=0.038) when it is used as a unilateral pedagogy. The conclusion is that reciprocal peer tutoring used as a unitary classroom pedagogy helped all students and differentially less able and female secondary school students to enhance their physics achievement to some extent without negatively impacting their learning. Further replication research with a comparison group was recommended to find a conclusive evidence if the observed failure of mixing pedagogy persists.

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Section: Definitions and Classificationsmentioning

confidence: 99%

Section: Expected Outcomesmentioning

confidence: 99%

Section: Expected Outcomesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Improving Secondary School Students Physics Achievement Using Reciprocal Peer Tutoring: A Multi-level Quasi-Experimental Study

Alemu

2020

EURASIA J MATH SCI T

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“…Die Wirksamkeit einzelner Komponenten lassen sich beispielsweise in mehrarmigen, randomisierten kontrollierten Studien überprüfen (Montgomery et al 2003), welche es erlauben, Kombinationen von bestimmten Kernkomponenten oder einzelne Komponenten gegeneinander zu testen (vgl. Spörer et al 2009;Supanc et al 2017).…”

Section: Replikation Der Ergebnisse Auf Präsentationsfähigkeitenunclassified

Förderung von Präsentationskompetenz: Schrittweise Implementation und Effektivitätsüberprüfung eines Präsentationstrainings für Grundschulkinder

et al. 2020

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Zusammenfassung Erfolgreiche Interventionen sind sowohl wirksam als auch implementierbar. Um dies zu erreichen werden idealtypisch mehrere aufeinander aufbauende Phasen der Interventionsentwicklung und-überprüfung durchlaufen. Die damit einhergehenden Standards können jedoch oft nicht uneingeschränkt eingehalten werden, wenn Studien unter Praxisbedingungen durchgeführt werden. Die vorliegende Studie ist die vierte eines Forschungsprogramms, in dem eine Intervention zur Förderung der Präsentationskompetenz (PK) von Grundschulkindern systematisch entwickelt und evaluiert wurde. Sie untersucht, ob (1) das Training wie intendiert, d. h. mit hoher Durchführungstreue, in der Praxis implementierbar ist und (2) ob sich die zuvor beobachteten Effekte auf PK und Sprechangst replizieren lassen. Zehn Kursleitungen und 65 Kinder nahmen an der cluster-randomisierten Studie mit Wartekontrollgruppe und Prä-Post-Messung teil. Die Durchführungstreue wurde über Selbsteinschätzungen der Kursleitungen, PK über Videoratings und Sprechangst über Fragebögen erfasst. Es zeigte sich, dass das Training erneut mit hoher Durchführungstreue durchgeführt wurde. Für die PK fanden sich auf zwei Zusatzmaterial online Zusätzliche Informationen sind in der Online-Version dieses Artikels (

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Do they know what they know? Accuracy in teacher candidates' self‐assessments and its influencing factors

Ernst

Wittwer

Voss

2023

British Educational Res J

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Although self‐assessing one's knowledge is an integral part of a teacher's professional development, little is known about the accuracy of teacher candidates' self‐assessments. In particular, not much attention has been paid to their self‐assessment accuracy assessed on an individual level. Using measures from research on metacognition, we investigated the accuracy and bias of 513 mathematics teacher candidates who were tested in and self‐assessed their professional knowledge in the three core domains of mathematical content knowledge, pedagogical content knowledge and pedagogical knowledge. In addition, we examined the consistency of self‐assessment accuracy across the three knowledge domains and its relation to personal characteristics such as cognitive ability, personality traits and occupational self‐efficacy. Results showed that in all three domains of professional knowledge, most teacher candidates were either over‐ or underconfident in their knowledge and unaware of their strengths and weaknesses. Cognitive ability reduced the risk of being overconfident, whereas self‐efficacy was predictive of overconfidence. The Big Five personality traits were not systematically connected to self‐assessment accuracy, and variance in self‐assessment accuracy is still to be explained by further research. We address shortcomings of measures that are commonly used in self‐assessment research and advocate for the use of metacognitive methods in future studies that focus on teacher self‐assessments.

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High-structure versus low-structure cooperative learning in introductory psychology classes for student teachers: Effects on conceptual knowledge, self-perceived competence, and subjective task values

Cited by 34 publications

References 24 publications

Improving Secondary School Students Physics Achievement Using Reciprocal Peer Tutoring: A Multi-level Quasi-Experimental Study

Improving Secondary School Students Physics Achievement Using Reciprocal Peer Tutoring: A Multi-level Quasi-Experimental Study

Förderung von Präsentationskompetenz: Schrittweise Implementation und Effektivitätsüberprüfung eines Präsentationstrainings für Grundschulkinder

Do they know what they know? Accuracy in teacher candidates' self‐assessments and its influencing factors

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