Learning by Teaching: The Effects of Individual Versus Collaborative Preparation

Abstract

Aiming to replicate and extend the results of Kobayashi's (2021) research, this study assessed collaborative versus individual preparation effects in a learning by teaching context, focusing on a practical classroom setting. Participants were recruited from the Dutch Army Artillery school and the sample (N = 24) included predominantly male participants with a relatively high age and diverse educational background. While results mirrored the original study, showing no significant differences in conceptual knowledge and transfer medium effect sizes were observed. Collaborative preparation significantly boosted intrinsic motivation compared to individual preparation (p = .022, d = 1.007). Cognitive load differences were not significant but the near significance and effect size hint at potential implications. A non-significant positive correlation was found between learning outcome and collaboration quality. However, limitations, including the study's specific context, small sample size and demographics, may have influenced the results. Practical implications include the potential benefits of incorporating collaborative preparation in educational settings to enhance motivation. Future research should focus on the nuances of collaborative dynamics and the potential influence of external factors on learning outcomes. In conclusion, while collaborative preparation did not significantly outperform individual preparation in terms of learning outcomes, its impact on motivation and the observed trends in cognitive load underscore its potential value in educational contexts.