An Evaluation of the Efficacy of Interteaching in an Undergraduate Classroom

Interteaching has emerged as one of the newest behaviorally-based pedagogical approaches in recent research. The present study evaluated the use of interteaching as a pedagogical approach in the context of an undergraduate behavior analysis class. 24 participants were alternated in a counterbalanced manner between interteaching classes and standard lecture format classes throughout the duration of the class. No significant differences were found between mean class quiz scores between the two conditions. However, 16 of the 24 students did have significantly higher mean quiz scores following interteaching than lecture when comparing mean quiz scores at the individual level