Date of Award

5-2018

Culminating Project Type

Thesis

Degree Name

Applied Behavior Analysis: M.S.

Department

Community Psychology, Counseling and Family Therapy

College

School of Health and Human Services

First Advisor

Benjamin Witts

Second Advisor

Kimberly Schulze

Third Advisor

Michele Traub

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

interteach, lecture, higher education, teaching styles

Abstract

Interteaching is an evidence-based instructional practice built on behavioral treatments, such as errorless teaching, to help students reach academic goals in higher education. This study presents a modified interteach session as an extension of research done with standard interteaching. In modified interteaching, sessions are divided into two classes per week, where the first class consists of the instructor giving an introductory lecture to material that will be assigned for students to read. On the second day of class, students work in small groups to first “drill” each other on fluency-based targets then complete comprehensive study guides derived from information in the assigned weekly readings. The instructor(s) travel from group to group to provide immediate clarification on confusing or difficult problems. We examine 28 point evaluation packet scores across modified interteach, traditional lecture, and online-only methods of teaching a higher education course. Results from this study showed that students in the modified interteach sections outperformed students in the traditional lecture and online-only courses. Modified interteach mean scores 24.86 and 24.39 while the mean score for the online only and traditional lecture courses were 13.20 and 13.21 respectively. These results suggest a needed shift in teaching methods in higher education from traditional lecture to alternatives such as our modified interteach method to increase student success.

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