Pair learning and the transfer of text processing skills

Abstract

Prior research on pair learning has shown the use of pairs of students studying together to be effective in improving performance in academic settings. However, other research findings have shown that this increased effectiveness does not transfer from pair to individual learning tasks. A systematic pair learning strategy for initial acquisition of textbook material was developed and tested in the current study; it was suggested that training on this strategy would improve performance not only on tests over material studied in pairs but would also provide students with transferable skills to employ in individual learning. Students trained to use the systematic pair learning strategy were compared with students developing their own pair learning method and a group of students studying as individuals on initial acquisition of college-level textbook material. A subsequent test (for which all students studied individually) was conducted to determine transferability of skills from pair to individual study. Results of the study show that pairs of students outperformed the individual study group in initial acquisition whether or not they were given instructions for pair interaction. Students trained to use the systematic pair-learning strategy significantly outperformed the other two groups on the transfer test, suggesting that the acquired skills which transferred from pair to individual learning.