Peer tutoring and mathematics in secondary education: literature review, effect sizes, moderators, and implications for practice
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Peer tutoring and mathematics in secondary education: literature review, effect sizes, moderators, and implications for practiceFecha de publicación
2019-09Editor
ElsevierCita bibliográfica
ALEGRE, Francisco, et al. Peer tutoring and mathematics in secondary education: literature review, effect sizes, moderators, and implications for practice. Heliyon, 2019, vol. 5, no 9, p. e02491.Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://www.sciencedirect.com/science/article/pii/S2405844019361511Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
A literature review was undertaken to compile all data on peer tutoring in secondary education (7th to 12th grade)
mathematics from existing articles. Data from 42 independent studies were included in this research. ... [+]
A literature review was undertaken to compile all data on peer tutoring in secondary education (7th to 12th grade)
mathematics from existing articles. Data from 42 independent studies were included in this research. All data
regarding participants' roles (fixed vs. reciprocal), participants' ages (same-age vs. cross-age), the methodological
approach taken (quantitative or qualitative), the type of design for those studies that involved a quantitative
approach, the variables analyzed, and the organizational matters (number of participants, duration of the program,
sessions per week, and duration of the sessions) are included in the article. The effect sizes of the 42 studies
were calculated and examined. The main goal of the study was to determine those variables that were moderators
of effect size, that is, the variables that significantly influenced students' academic achievement outcomes.
Inferential statistical analyses (Student's t-test and ANOVAs) were carried out for the variables. Of the 42 studies
examined, 88% showed positive effect sizes with the means being close to medium (Cohen's d ¼ 0.38). Conclusions
suggest the implementation of same-age over cross-age tutoring, during programs of fewer than 8 weeks,
in sessions of less than 30 minutes is optimal for improving students' academic outcomes. Inclusion of control
groups in similar future studies is recommended so effect sizes are not overestimated. [-]
Publicado en
Heliyon, 2019, v. 5, issue 9Derechos de acceso
info:eu-repo/semantics/openAccess
Aparece en las colecciones
- PDCSLL_Articles [313]
- EDE_Articles [416]
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