Peer Tutoring and Academic Achievement in Mathematics: A Meta-Analysis
Visualitza/
Impacte
Scholar |
Altres documents de l'autoria: Alegre Ansuátegui, Francisco José; Moliner Miravet, Lidón; Lorenzo, Gil; Maroto, Ana
Metadades
Mostra el registre complet de l'elementcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8017
comunitat-uji-handle3:10234/8616
comunitat-uji-handle4:
INVESTIGACIONMetadades
Títol
Peer Tutoring and Academic Achievement in Mathematics: A Meta-AnalysisData de publicació
2018Editor
ModestumCita bibliogràfica
ALEGRE ANSUÁTEGUI, Francisco José; MOLINER MIRAVET, Lidón; MAROTO, Ana. Peer Tutoring and Academic Achievement in Mathematics: A Meta-Analysis. EURASIA Journal of Mathematics, Science and Technology Education, v. 14, n. 1, p. 337-354Tipus de document
info:eu-repo/semantics/articleVersió de l'editorial
http://www.ejmste.com/Peer-Tutoring-and-Academic-Achievement-in-Mathematics-A-Me ...Versió
info:eu-repo/semantics/publishedVersionParaules clau / Matèries
Resum
A meta
-analysis of findings from 50 independent studies of peer tutoring programs in
Mathematics at multiple educational stages showed that 88% of these programs have
positive effects on the academic performance ... [+]
A meta
-analysis of findings from 50 independent studies of peer tutoring programs in
Mathematics at multiple educational stages showed that 88% of these programs have
positive effects on the academic performance of the participants (Hedge
’s g = 0
.333)
.
Some of the variables to be taken into account when developing a peer tutoring
experience were analyzed. Results showed that variables such as the ages of t
he
participants, roles, skills of the tutees (disabled or at academic risk vs non
-disabled and
not at academic risk)
, length of the sessions and frequency were not significant
moderators of the academic achievement. Variables such as educational stage, des
ign
of the study, duration of the program, level of knowledge of the tutors, time of the day
(school time vs out of school time) and sample size turned out to be significant
moderators. Results are discussed and proposals for future research are suggested
. [-]
Publicat a
EURASIA Journal of Mathematics, Science and Technology Education (2018), v. 14, n. 1Drets d'accés
info:eu-repo/semantics/openAccess
Apareix a les col.leccions
- EDU_Articles [500]
Els següents fitxers sobre la llicència estan associats a aquest element: