Abstract
Interteaching has shown to be an effective alternative to traditional lecture in a number of studies, but thorough analyses of its components, including frequent exams, is limited. Research suggests that increasing the frequency of exams may improve student learning. This study assessed the effectiveness of interteachings frequent exams component on student exam scores in two introductory psychology course sections at a community college. Six unit exams were given to Section 1 and 12 to Section 2. Both sections received identical pretests and posttests. Although statistically insignificant, Section 2 consistently scored better or equal to Section 1 on all exams. Section 2 also produced a greater difference between pretest and posttest scores. Although not reaching traditionally significant levels, the results suggest that students given frequent exams may achieve higher exam scores and increase retention of overall course material.
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