Peer tutoring in algebra: A study in Middle school

被引：13

作者：

Alegre, Francisco ^{[1
]}

Moliner, Lidon ^{[2
]}

Maroto, Ana ^{[3
]}

Lorenzo-Valentin, Gil ^{[2
]}

机构：

[1] Valladolid Univ, Dept Educ, C Plaza Santa Cruz 8, Valladolid 47002, Spain

[2] Jaume I Univ, Dept Educ, Castellon de La Plana, Valencian Commu, Spain

[3] Valladolid Univ, Dept Didact Math, Valladolid, Spain

来源：

JOURNAL OF EDUCATIONAL RESEARCH | 2019年

关键词：

Academic achievement; algebra; middle school; peer tutoring; MATHEMATICS INTERVENTIONS; METACOGNITIVE REGULATION; ACADEMIC-ACHIEVEMENT; SECONDARY STUDENTS; METAANALYSIS; DESIGN; SIZE; AGE; PERFORMANCE; ELEMENTARY;

D O I：

10.1080/00220671.2019.1693947

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study reports the academic benefits of peer tutoring in algebra for middle school students. A total of 380 students enrolled in grades 7(th) and 8(th) 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 7(th) and 8(th) 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.

引用

页码：693 / 699

页数：7

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