Abstract
This study assessed the effect of reciprocal peer tutoring on the academic performance of college students, and measured the impact of this procedure on levels of student distress and course satisfaction. Forty-nine students were randomly assigned to one of three experimental conditions: reciprocal peer tutoring (RPT), questions only (QO), and placebo control (PC). There were no significant group differences in demographic variables or pretest scores. Results indicated that the RPT condition resulted in greater improvement in exam scores, reduction in distress, and greater student satisfaction.
