Proctor-Led Discussion Groups: A Further Look

Abstract

In a university course in behavioral management, effects of an instructional procedure involving student proctor-led discussion groups were compared to effects of a teaching assistant-led quiz section format. Student behaviors monitored were test performance, based on knowledge of behavioral concepts and principles; performance on a test of ability to generalize these concepts to applied settings; and attitudinal reaction to the course. A pretest and initial tests of concepts and principles indicated no significant differences between proctor-led and traditional conditions, while later performance on such tests showed significant gains for the proctor-led group. Similarly, generalization test performance was significantly higher for the proctor-led group. Attitudinal measures, however, showed consistently lower ratings for course, instructor, procedure, and content by the proctor-led group. Results were considered in relation to the overall rationale and function of educational systems.