Interteaching and Lecture: A Comparison of Long-Term Recognition Memory

Bryan K. Saville, Alex Bureau, Claire Eckenrode, Alison Fullerton, Reanna Herbert, Michelle Maley, Allen Porter, Julie Zombakis

Research output: Contribution to journalArticle

Abstract

Although a number of studies suggest that interteaching is an effective alternative to traditional teaching methods, no studies have systematically examined whether interteaching improves long-term memory. In this study, we assigned students to different teaching conditions—interteaching, lecture, or control—and then gave them a multiple-choice quiz immediately after exposure to the material and again after 1 week and 1 month. We found that students in the interteaching condition had significantly higher quiz scores than students in the lecture and control conditions after every session. Although additional research is necessary to determine whether our findings generalize to classroom settings and to different testing formats, these results suggest that interteaching may enhance long-term recognition memory better than lecture-based teaching methods.

Original languageEnglish (US)
Pages (from-to)325-329
Number of pages5
JournalTeaching of Psychology
Volume41
Issue number4
DOIs
StatePublished - Oct 2014
Externally publishedYes

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Keywords

  • interteaching
  • lecture
  • long-term memory
  • recognition

ASJC Scopus subject areas

  • Education
  • Psychology(all)

Cite this

Saville, B. K., Bureau, A., Eckenrode, C., Fullerton, A., Herbert, R., Maley, M., Porter, A., & Zombakis, J. (2014). Interteaching and Lecture: A Comparison of Long-Term Recognition Memory. Teaching of Psychology, 41(4), 325-329. https://doi.org/10.1177/0098628314549704