The influence of fixed peer tutoring on student academic achievement: An experience in primary school mathematics
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Show full item recordcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174799
comunitat-uji-handle3:10234/174800
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Title
The influence of fixed peer tutoring on student academic achievement: An experience in primary school mathematicsDate
2021-07-31Publisher
TURKBILMAT Education ServicesISSN
1309-4653; 1309-4653Type
info:eu-repo/semantics/articlePublisher version
https://www.turcomat.org/index.php/turkbilmat/article/view/11239Version
info:eu-repo/semantics/publishedVersionSubject
Abstract
In recent years it has been observed that mathematics is the subject with the lowest results in Spain and Europe.
Several authors indicate that this low performance is due, among other factors, to a traditional ... [+]
In recent years it has been observed that mathematics is the subject with the lowest results in Spain and Europe.
Several authors indicate that this low performance is due, among other factors, to a traditional teaching approach. In this
experiment, an experience of peer tutoring in the area of mathematics was carried out in a 1st grade classroom. The number of
participants was 18, forming 9 pairs of students. A pretest-posttest quasi-experimental design was used with no control group.
The effect of this methodology on students' academic performance was analyzed. The analysis of the results showed an overall
statistically significant improvement in academic performance (t-test =3.11, p<.01). The effect size associated with the
experience was Hedge's g = 0.51. Despite the success of this experience, these results should be viewed with caution. The fact
that this was an experience of short duration, with a small number of students and the absence of a control group should lead
the reader to consider the final results of this work cautiously. [-]
Is part of
Turkish Journal of Computer and Mathematics Education, Vol.12 Núm.14 (2021), 4238-4246Rights
info:eu-repo/semantics/openAccess
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