Psychological Perspectives on the Three Phases of In-Person Instruction: Preparing-to-Teach, Initial-Explanation, and Interaction

Abstract

One-on-one tutoring has been proven to be an effective method for enhancing learning outcomes for both the tutor and the tutored student. This study aimed to investigate the efficacy of the three phases of in-person instruction: preparing-to-teach, initial-explanation, and interaction phases. The randomized controlled trial involved approximately 60 children who were assigned to either study for an in-person teaching assignment or an exam during the preparing-to-teach phase. During the initial-explanation period, tutors were required to provide basic lessons to their mentees without fielding any questions, followed by a question-and-answer session (the interaction phase). The study found that participants' learning increased during the initial-explanation and interaction phases as a result of higher-quality explanations provided by both tutors and tutees. However, the phase of preparing to teach did not contribute significantly to the participants' learning. The clarity of the tutors' explanations and the success of their students were not significantly affected by whether they received in-person training or were tested. In conclusion, the phases of explaining the material and interacting with the students were found to be important contributors to students' learning during in-person instruction.The study highlights the importance of effective communication between the tutor and the tutee in enhancing learning outcomes in one-on-one teaching settings. The findings also suggest that the act of preparing to teach may not be as crucial for learning outcomes as previously thought. These results have implications for the design and implementation of effective teaching and learning strategies in various educational settings.