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How Do Peers Impact Learning? An Experimental Investigation of Peer-To-Peer Teaching and Ability Tracking

Listed author(s):
  • Kimbrough, Erik O.

    ()

    (Simon Fraser University)

  • McGee, Andrew

    ()

    (University of Alberta)

  • Shigeoka, Hitoshi

    ()

    (Simon Fraser University)

Classroom peers are believed to influence learning by teaching each other, and the efficacy of this teaching likely depends on classroom composition in terms of peers' ability. Unfortunately, little is known about peer-to-peer teaching because it is never observed in field studies. Furthermore, identifying how peer-to-peer teaching is affected by ability tracking – grouping students of similar ability – is complicated by the fact that tracking is typically accompanied by changes in curriculum and the instructional behavior of teachers. To fill this gap, we conduct a laboratory experiment in which subjects learn to solve logic problems and examine both the importance of peer-to-peer teaching and the interaction between peer-to-peer teaching and ability tracking. While peer-to-peer teaching improves learning among low-ability subjects, the positive effects are substantially offset by tracking. Tracking reduces the frequency of peer-to-peer teaching, suggesting that low-ability subjects suffer from the absence of high-ability peers to teach them.

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Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 10783.

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Length: 90 pages
Date of creation: May 2017
Handle: RePEc:iza:izadps:dp10783
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  1. Andreas Ammermueller & Jörn-Steffen Pischke, 2009. "Peer Effects in European Primary Schools: Evidence from the Progress in International Reading Literacy Study," Journal of Labor Economics, University of Chicago Press, vol. 27(3), pages 315-348, 07.
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