Enhancing the impact of quality points in interteaching

Rocío Rosales, James L. Soldner, William Crimando


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.  


inter teaching; quality points; college teaching

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DOI: https://doi.org/10.14434/josotlv14i5.12746

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ISSN 1527-9316