Enhancing the impact of quality points in interteaching

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Rocío Rosales James L. Soldner William Crimando

Abstract

In prior analysis of interteaching with a quality points contingency no significant difference was reported in student exam scores when quality points were made available. In the present study, we employed an alternating treatments design to compare student performance on post-discussion quizzes when a quality points contingency was alternated across class sessions and feedback on quiz performance was provided immediately following the submission of each quiz. Results indicate average quiz performance was slightly higher following class sessions with the quality points contingency.  

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How to Cite
Rosales, R., Soldner, J., & Crimando, W. (2014). Enhancing the impact of quality points in interteaching. Journal of the Scholarship of Teaching and Learning, 14(5), 1-11. https://doi.org/https://doi.org/10.14434/josotlv14i5.12746
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Articles
Author Biographies

Rocío Rosales, University of Massachusetts Lowell

Department of Psychology, Assistant Professor

James L. Soldner, University of Massachusetts Boston

School for Global Inclusion and Social Development, Assistant Professor

William Crimando, Southern Illinois University Carbondale

Rehabilitation Institute, Professor