Using classwide peer tutoring to teach beginning algebra problem-solving skills in heterogeneous classrooms

THIS STUDY EXAMINED THE EFFECTIVENESS OF USING CLASSWIDE PEER TUTORING (CWPT) IN HETEROGENEOUS MIDDLE SCHOOL MATH CLASSROOMS TO TEACH STUDENTS IN BEGINNING ALGEBRA PROBLEM-SOLVING SKILLS. THE LITERATURE ON CWPT DEMONSTRATES ITS EFFECTIVENESS WITH BASIC ACADEMIC SKILLS, BUT LITTLE RESEARCH ADDRESSES WHETHER CWPT CAN BE EFFECTIVE FOR TEACHING HIGHER ORDER THINKING SKILLS. THIS STUDY COMPARED THE EFFECTIVENESS OF CWPT WITH TRADITIONAL INDEPENDENT STUDENT PRACTICE. ADDITIONALLY, THE PERFORMANCE OF STUDENTS AT RISK OF MATH FAILURE (STUDENTS WHOSE GRADE IN MATH WAS A D OR AN F AND/OR WHO SCORED A STANINE OF 3 OR LOWER IN THE MATH SECTION ON A STANDARDIZED ASSESSMENT) WAS COMPARED WITH THE PERFORMANCE OF STUDENTS NOT AT RISK OF MATH FAILURE. AN ANALYSIS OF THE DATA INDICATES THAT BOTH CWPT AND INDEPENDENT STUDENT PRACTICE WERE EFFECTIVE STRATEGIES FOR HELPING STUDENTS TO LEARN BEGINNING ALGEBRA PROBLEM-SOLVING SKILLS. NEITHER STRATEGY WAS SIGNIFICANTLY MORE EFFECTIVE THAN THE OTHER. STUDENTS AT RISK OF MATH FAILURE DEMONSTRATED SLIGHTLY GREATER PERFORMANCE GAINS THAN DID STUDENTS NOT AT RISK OF MATH FAILURE. RELATED FINDINGS INDICATE THAT CWPT WAS MOST EFFECTIVE WITH 14- AND 15-YEAR-OLD STUDENTS. IMPLICATIONS FOR USING CWPT FOR INCREASING STUDENTS' HIGHER ORDER THINKING SKILLS IS DISCUSSED AS WELL AS ITS USE IN HETEROGENEOUS CLASSROOMS AND WITH MIDDLE SCHOOL STUDENTS.