The Effects of Peer Tutoring on Elementary School Students' Academic Achievements
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The purpose of this study was to see if the effects of cross-age peer tutoring enhanced achievement levels on multiplication facts. Four students from third grade were selected based on their low multiplication math facts. Each student was pretested to determine a baseline. Five students from fifth grade who showed average or above-average knowledge on multiplication facts were picked as the tutors. Five were picked to cover the absence of other tutors. Tutors were trained to teach flashcards, praise, test, and record data. Tutors and tutees met four days a week, for 30 minutes sessions, over a seven-week period. Each tutor rotated to a different tutee on a weekly basis. Tutors started multiplication flash cards according to the tutees' baseline. In session one, tutors started with factors of one, if that was where the tutee's baseline began and continued through factors of 10. Once factors were maintained, at 80% accuracy or better, for three consecutive days by the tutee, the tutor moved on to the next set of facts. If at any time, over the seven-week period, a set of facts dropped below 80% accuracy, the tutor would intervene and review those facts until maintenance was once again achieved. At the end of each session, the tutors gave a posttest. The test was the same one used in the pretest. The tests were checked by tutors and the percentage correct was recorded. The teacher rechecked tests and recorded the percentages on a daily basis. In all, results showed that all subjects reached and maintained 80% accuracy, or better, on all facts presented.