Effects of Peer-Mediated Accountability on Opportunities to Respond and Correct Skill Performance by Elementary School Children in Physical Education

We investigated the effects of group instruction, peer-dyads, and peer-mediated accountability on the number of trials performed and the number of correct trials during one-minute timed trials of volleyball skills. Peer-mediated accountability consisted of teacher goal setting, peer recording of per...

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Bibliographic Details
Published in:Journal of behavioral education 1998-03, Vol.8 (1), p.103-114
Main Authors: Ward, Phillip, Crouch, Darrell W., Patrick, Craig A.
Format: Article
Language:English
Subjects:
Academic achievement
Academic education
Academic learning
Accountability
Children
Dyadic relations
Education
Elementary School Students
Experimentation
Grade 4
Group instruction
Physical education
Primary education
Skills
Teacher education
Teachers
Teaching
Volleyball
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Summary:We investigated the effects of group instruction, peer-dyads, and peer-mediated accountability on the number of trials performed and the number of correct trials during one-minute timed trials of volleyball skills. Peer-mediated accountability consisted of teacher goal setting, peer recording of performance, public posting of performance, and special content-related activities that served as public recognition of achievement. Twenty-four students in a Grade 4 physical education class participated. A reversal A-B-A-C design was used to assess the effects of each condition. Results indicated that students performed more trials and were more successful in the peer-mediated accountability condition than during either group instruction of peer dyads conditions. Findings are discussed in terms of the contingent relation between performance and consequences created by the peer-mediated accountability variable.
ISSN:1053-0819
1573-3513
DOI:10.1023/A:1022868808642