The Effects of Peer Tutoring on Math Achievement
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The purpose of this study was to describe the effects of peer tutoring on math achievement in one third grade classroom. Twenty-one third grade students participated in this 18-week study. Baseline information was collected for the first nine weeks of the study. A peer tutoring program, modeled after Math PALS (Peer-Assisted Learning Strategies), was implemented for the second nine weeks of the study. Students participated in peer tutoring sessions twice a week for thirty-minute sessions. Peer tutoring sessions included two activities: coaching and practice. Students worked on recently taught math skills during coaching and continued to work on these skills, along with previously learned skills, during practice. To study the effects of the peer tutoring intervention, unit assessments, a Peer Tutoring Checklist, and a Peer Tutoring Survey were used. Unit math assessments indicated that student achievement increased from the baseline period to the intervention period. Class means went from 75.2%, 71.8%, and 79.2%, during the baseline period, to 91.2% and 91.1% during the intervention period. Observations made, using the Peer Tutoring Checklist, indicated that students did not follow procedures exactly, but did work together quietly, cooperatively, and were usually on task. Responses on the Peer Tutoring Survey revealed that students found peer tutoring to be helpful and enjoyable. In summary, unit assessments, observations, and student attitudes indicated that the peer tutoring intervention was successful.
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