Abstract
Abstract The purpose of this study was to observe and analyze the reciprocal peer teaching (RPT) behaviors of university students who were enrolled in an introductory-level guitar course. Students (N = 30) participated in two training sessions, were paired off in asymmetrical dyads based on a baseline examination of their individual performance skills, and arranged a 10-to-15-minute time to meet with their partner outside of class and record their RPT over the video conferencing platform Zoom. Using SCRIBE software (Duke, 2020) and a modified version of codes derived by Colprit (2000), the timing and durations of selected peer tutor behaviors were recorded. A total of 2 hours, 23 minutes, and 40 seconds of video footage was analyzed. Results of student surveys following the treatment period indicated the value of individualized instruction and newfound empathy for the teaching process. The explicit use of modeling and repetition coupled with the relative lack of negative feedback and guiding questions indicated that further training would have been beneficial in promoting tutee success. The present findings prompt questions regarding the training and implementation of RPT in university music classrooms and directions for future research.
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