EFFECTS OF STUDENT ACADEMIC ABILITY ON COGNITIVE GAINS USING RECIPROCAL PEER TUTORING

The purpose of the present study was to examine the effects of student academic ability on the cognitive gains achieved through a Reciprocal Peer Tutoring (RPT) instructional strategy. The Reciprocal Peer Tutor ing technique involves a unique combination of successful learning tec hniques: preparing to teach a peer, actually teaching a peer, and acco untability for the process. Two hundred six students enrolled in two d ifferent undergraduate psychology courses were assigned to one of four different ability pairings (low-low, low-high, medium-medium and high -high) based on college grade point average. All pairs used the same R eciprocal Peer Tutoring study assignments. Results showed no significa nt differences in cognitive gains for the different ability pairs. All ability pairs achieved approximately the same cognitive gains over th e course of the semester. Moreover, all students using Reciprocal Peer Tutoring exhibited significantly higher cognitive gains than did comp arison students who were not using RPT strategies. These findings prov ide further support for the use of Reciprocal Peer Tutoring strategies in college classrooms.