Peer tutoring and mathematics in secondary education: literature review, effect sizes, moderators, and implications for practice
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Other documents of the author: Alegre, Francisco; Moliner Miravet, Lidón; Maroto, Ana; Lorenzo, Gil
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comunitat-uji-handle2:10234/174799
comunitat-uji-handle3:10234/174800
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Peer tutoring and mathematics in secondary education: literature review, effect sizes, moderators, and implications for practiceDate
2019-09Publisher
ElsevierBibliographic citation
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.Type
info:eu-repo/semantics/articlePublisher version
https://www.sciencedirect.com/science/article/pii/S2405844019361511Version
info:eu-repo/semantics/publishedVersionSubject
Abstract
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. [-]
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