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Behavior-analytic teaching strategies, including interteaching and the Personalized System of Instruction (PSI), have proven to be effective, yet there remain critical gaps in the literature. Boyce and Hineline (2002) highlighted how interteaching promotes engagement through peer discussions and instructor feedback in traditional classrooms. However, little is known about how well this method can be adapted for online or hybrid formats, raising questions about how its collaborative nature could translate effectively to these settings. Similarly, Pear and Crone-Todd (1999) explored PSI, a self-paced learning method focused on mastery, and found it to be highly effective. Despite this, its long-term impact across diverse student populations and academic disciplines has not been fully investigated. Finally, there is an exciting opportunity to explore a hybrid teaching model that combines the strengths of interteaching’s collaboration with PSI’s emphasis on mastery. While promising in theory, this integration has not yet been tested for its impact on student learning and engagement.
This research will explore the question: How does a hybrid model combining interteaching and PSI affect student engagement and academic performance in undergraduate psychology courses? Interteaching is well-suited for fostering collaboration and participation (Boyce & Hineline, 2002), while PSI promotes individualized, mastery-based learning (Pear & Crone-Todd, 1999). Combining these strategies may address a wider range of student needs, creating an approach that balances collaboration with self-paced learning.
The study will use a multiple-baseline design to compare traditional interteaching, PSI-only instruction, and the hybrid model. Participants will be undergraduate psychology students recruited through their courses. Weekly quizzes, final exam scores, and participation data will measure engagement and academic performance.
References
Boyce, T. E., & Hineline, P. N. (2002). Interteaching: A strategy for enhancing the user-friendliness of behavioral arrangements in the college classroom. The Behavior Analyst, 25(2), 215–226. https://doi.org/10.1007/bf03392059
Pear, J. J., & Crone-Todd, D. E. (1999). Personalized system of instruction in cyberspace. Journal of Applied Behavior Analysis, 32(2), 205–209. https://doi.org/10.1901/jaba.1999.32-205
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