Abstract
Problem-based small-group discussions are the cornerstone of health sciences education at the University of Limburg (The Netherlands). In each of three courses, fifteen discussion groups of about eight students were randomly assigned a staff-tutor (control condition) or student-tutor (experimental condition).
In two of the courses no significant differences in cognitive test achievement between the two conditions were found. In one course students tutored by staff-tutors performed significantly better than students tutored by student-tutors. However, no significant differences in test performance were found between students tutored by high-achieving versus average-achieving student-tutors. These findings contradict the “congruence” hypothesis from information processing theory. Several other explanations are explored.
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De Volder, M.L., De Grave, W.S. & Gijselaers, W. Peer teaching: Academic achievement of teacher-led versus student-led discussion groups. High Educ 14, 643–650 (1985). https://doi.org/10.1007/BF00136502
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DOI: https://doi.org/10.1007/BF00136502