The impact of a class format that focuses on self-review in the reciprocal teaching for clarifying learning content and in-class peer teaching and students' study behavior

Abstract

This study assessed college students’ learning changes and study behavior following focus on self- focus on self-review in the reciprocal teaching and in-class peer teaching during lectures. Lecture formats were altered between the 6th and 14th sessions within a series of 15. Unannounced learning assessments occurred during the 5th and 14th lectures, accompanied by a survey to gauge students’ perceptions of the changes and their study behavior. Additionally, we examined students’ grade point average (GPA). Results indicated that test scores and duration of study generally increased. However, students with lower GPA tended to study more without showing learning improvements, while those with higher GPA enhanced their learning without increasing study time. These outcomes suggest that peer teaching in class can enhance learning, yet the impact varies according to GPA. Therefore, it can be concluded from this study that differentiated instruction may be necessary to cater to varying GPA levels.