Mostrar el registro sencillo del ítem
Academic Achievement and Peer Tutoring in Mathematics: A Comparison Between Primary and Secondary Education
dc.contributor.author | Alegre, Francisco | |
dc.contributor.author | Moliner Miravet, Lidón | |
dc.contributor.author | Maroto, Ana | |
dc.contributor.author | Lorenzo, Gil | |
dc.date.accessioned | 2020-07-17T08:52:28Z | |
dc.date.available | 2020-07-17T08:52:28Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | ALEGRE, Francisco, et al. Academic Achievement and Peer Tutoring in Mathematics: A Comparison Between Primary and Secondary Education. SAGE Open, 2020, vol. 10, núm. 2, p. 2158244020929295 | ca_CA |
dc.identifier.issn | 2158-2440 | |
dc.identifier.uri | http://hdl.handle.net/10234/189188 | |
dc.description.abstract | Peer tutoring in Mathematics has reported academic benefits across many educational levels, from Preschool to Higher Education. However, recent literature reviews and meta-analysis state that students experience higher gains in Primary or Elementary Education (ages 7–12 years) than in secondary education or middle school and high school (ages 13–18 years). This study examined the effects of peer tutoring on students’ mathematics achievement in primary and secondary education under similar settings. 89 students from first, fourth, seventh, and ninth grades participated in the study. The design of this research was quasi-experimental with pretest–posttest without control group. The statistical analysis reported significant improvements for both, Primary and Secondary Education. The comparison between these educational levels showed that there were no significant differences in the increments of the students’ marks. The global effect size reported for the experience was Cohen’s d = 0.78. The main conclusion is that Peer Tutoring in Mathematics reports similar academic benefits for both, Primary and Secondary Education. Future research must be conducted as the superiority of Peer Tutoring in Primary over Secondary Education has yet to be proved in the Mathematics subject. | ca_CA |
dc.format.extent | 9 p. | ca_CA |
dc.format.mimetype | application/pdf | ca_CA |
dc.language.iso | eng | ca_CA |
dc.publisher | SAGE Publications | ca_CA |
dc.relation.isPartOf | SAGE Open, 2020, vol. 10, no 2, p. 2158244020929295 | ca_CA |
dc.rights | © The Author(s) 2020 Creative Commons CC BY: This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage) | ca_CA |
dc.rights | Atribución 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-sa/4.0/ | * |
dc.subject | peer tutoring | ca_CA |
dc.subject | mathematics | ca_CA |
dc.subject | primary education | ca_CA |
dc.subject | secondary education | ca_CA |
dc.subject | academic achievement | ca_CA |
dc.title | Academic Achievement and Peer Tutoring in Mathematics: A Comparison Between Primary and Secondary Education | ca_CA |
dc.type | info:eu-repo/semantics/article | ca_CA |
dc.identifier.doi | https://doi.org/10.1177/2158244020929295 | |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | ca_CA |
dc.relation.publisherVersion | https://journals.sagepub.com/doi/full/10.1177/2158244020929295 | ca_CA |
dc.type.version | info:eu-repo/semantics/publishedVersion | ca_CA |
Ficheros en el ítem
Este ítem aparece en la(s) siguiente(s) colección(ones)
-
EDE_Articles [425]
-
PDCSLL_Articles [326]
Articles de publicacions periòdiques escrits per professors del departament
Excepto si se señala otra cosa, la licencia del ítem se describe como: © The Author(s) 2020
Creative Commons CC BY: This article is distributed under the terms of the Creative Commons Attribution 4.0 License
(https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of
the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages
(https://us.sagepub.com/en-us/nam/open-access-at-sage)