<br/>Reciprocal peer-tutoring involves students taking on both of the traditional tutoring roles alternately – one student will serve as the tutor for one question or portion of the assignment and then the student pair will switch roles so that the tutor becomes the one being tutored; the nature of each assignment is open-ended allowing design of an assignment to fit within the content of any course. Since explaining a concept to someone else helps extend one’s own learning and critical thinking abilities this practice would give students the opportunity to better understand the material being studied, to become better problem solvers and to develop enhanced critical thinking skills. Increased interactions between classmates helps students be more actively engaged in their education.  Use of this technique in General Chemistry I and II courses will be discussed.  Obstacles to incorporating reciprocal peer tutoring, including getting students to ‘buy in’ to the program, will be discussed, as will the programs benefits,  specifically with regard to retention of course information, increased problem-solving abilities and reduction of student test anxiety.<br/>

Reciprocal peer tutoring in general chemistry: Benefits to information retention and lowered student test anxiety

253rd National Meeting (2017)

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.