A Systematic Review and Quantitative Analysis of Interteaching

Camilo Hurtado-Parrado*, Nicole Pfaller-Sadovsky, Lucia Medina, Catherine M. Gayman, Kristen A. Rost, Derek Schofill

*Corresponding author for this work

Research output: Contribution to journalLiterature reviewpeer-review


Interteaching is a behavioral teaching method that departs from the traditional lecture format (Boyce & Hineline in BA 25:215–226, 2002). We updated and expanded previous interteaching reviews and conducted a meta-analysis on its effectiveness. Systematic searches identified 38 relevant studies spanning the years 2005–2018. The majority of these studies were conducted in undergraduate face-to-face courses. The most common independent variables were manipulations of the configuration
of interteaching or comparisons to traditional-lecture format. The most common
dependent variables were quiz or examination scores. Only 24% of all studies
implemented at least five of the seven components of interteaching. Prep guides, discussions, record sheets, and frequent assessments were the most commonly implemented.
Meta-analyses indicated that interteaching is more effective than traditional
lecture or other control conditions, with an overall large effect size. Furthermore,
variations in the configuration of the interteaching components do not seem to substantially limit its effectiveness, as long as the discussion component is included. Future research informed by the present review includes: (a) investigating the efficacy of interteaching in additional academic areas, online environments, workplace training, and continuing education, (b) testing alternative outcome measures, generalization, and procedural integrity, (c) conducting systematic component analyses, and (d) measuring social validity from the instructor’s perspective.
Original languageEnglish
Number of pages29
JournalJournal of Behavioral Education
Early online date27 Sep 2021
Publication statusEarly online date - 27 Sep 2021


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