Peer Tutoring in Algebra: a Study in Middle School
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Peer Tutoring in Algebra: a Study in Middle SchoolFecha de publicación
2019-11-28Editor
Taylor & FrancisCita bibliográfica
ALEGRE, Francisco, et al. Peer tutoring in algebra: A study in Middle school. The Journal of Educational Research, 2019, 112.6: 693-699.Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://www.tandfonline.com/doi/abs/10.1080/00220671.2019.1693947Versión
info:eu-repo/semantics/submittedVersionPalabras clave / Materias
Resumen
This study reports the academic benefits of peer tutoring in algebra for middle school students. A total of 380 students enrolled in grades 7th and 8th participated in the study. Two peer tutoring sessions took place ... [+]
This study reports the academic benefits of peer tutoring in algebra for middle school students. A total of 380 students enrolled in grades 7th and 8th participated in the study. Two peer tutoring sessions took place during each week (10 weeks). Interactions between peers lasted 20 to 25 minutes for each session. The typology of tutoring was fixed and same-age. A pretest posttest with control group design was used. Statistical significant improvements were reported in the academic achievement variable after the implementation of the peer tutoring program for 7th and 8th grade courses separately and altogether. Over 87% of the students in the experimental group improved their marks. The overall effect size for the experience was reported to be medium (Hedge’s g = 0.48). The main conclusion of this study is that fixed and same-age peer tutoring in algebra may be very beneficial for middle school students. [-]
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