The impact of peer tutoring on elementary students’ mathematical education

This action research study utilized a mixed-methods approach to determine the impact peer tutoring can have in mathematical instruction within a fourth-grade classroom. Data was collected using student-surveys, personal journal entries, and student work samples over the course of a four-week time frame. Report findings show both unchanged and positive impacts in students’ achievement in math as well as data supporting the idea that students who present high mathematical comprehension prior to the study result in no significant impact in mathematical achievement through peer tutoring. This study also displays how student skill and personalities impact effectiveness and ineffectiveness in mathematical work results

Peer Tutoring in Middle School: How it Changes Student Achievement and Attitudes

Research literature shows that mathematics is a gatekeeper to success. Providing alternative opportunities for students to strengthen mathematical reasoning over algorithmic computations while problem-solving in a collaborative environment helps to prepare students to compete locally and globally. The purpose of this qualitative case study was to investigate how an afterschool Peer Tutoring Club (PTC) affected academic performances and attitudes of Grade 6, at-risk or “at-promise,” (Samuels, 2020), middle school mathematics students. The gap found in literature revealed a need for additional research involving rigorous multistep problem-solving within peer tutoring programs. This study collected data from 46, 1-hour, afterschool peer tutoring sessions between December 2017 and May 2018. Six PTC tutees were selected as participants. The participants received cross-age and same age peer tutoring while utilizing a district aligned curriculum that consisted of multistep problem-solving. This dissertation addressed the gap found in literature by collecting qualitative and quantitative data from four instruments: (a) district’s math pre/posttest, (b) Attitudes Toward Math Inventory (ATMI), (c) participants’ work, and (d) participants’ exit interviews. Descriptive statistics were used to analyze both qualitative and quantitative data. The data was triangulated to answer the two research questions. The findings from the PTC study supported theory and empirical study evidence that peer tutoring improved academic achievement and attitudes toward math

Academic Achievement and Peer Tutoring in Mathematics: A Comparison Between Primary and Secondary Education

Peer tutoring in Mathematics has reported academic benefits across many educational levels, from Preschool to Higher Education. However, recent literature reviews and meta-analysis state that students experience higher gains in Primary or Elementary Education (ages 7–12 years) than in secondary education or middle school and high school (ages 13–18 years). This study examined the effects of peer tutoring on students’ mathematics achievement in primary and secondary education under similar settings. 89 students from first, fourth, seventh, and ninth grades participated in the study. The design of this research was quasi-experimental with pretest–posttest without control group. The statistical analysis reported significant improvements for both, Primary and Secondary Education. The comparison between these educational levels showed that there were no significant differences in the increments of the students’ marks. The global effect size reported for the experience was Cohen’s d = 0.78. The main conclusion is that Peer Tutoring in Mathematics reports similar academic benefits for both, Primary and Secondary Education. Future research must be conducted as the superiority of Peer Tutoring in Primary over Secondary Education has yet to be proved in the Mathematics subject

Peer Tutoring and Scaffolding Principle for Inclusive Teaching

This paper aims to investigate the theoretical references that the literature offers with respect to the principle of scaffolding and to the methodology of Peer Tutoring from an inclusive perspective. The principle of scaffolding, in fact, has its roots in the first definitions by Vygotskij (1978a) who defines it as the social support provided to the student during the completion of a learning task to solve a problem or achieve a goal. Subsequently, this principle has been declined in an inclusive perspective with respect to classroom management and with respect to new transmedia learning environments. The reference literature was reviewed to highlight the learning outcomes related to the principle of cognitive, metacognitive and emotional scaffolding. In addition, from the point of view of classroom management from an inclusive perspective, a declination that is effective refers to Peer Tutoring. This methodology aims to promote mutual interactions mediated by peers in order to optimize individual functioning and promote the holistic development of the parties involved. Therefore, the Peer Tutoring methodology was highlighted with reference to both the theoretical and practical components of the studies investigated

Peer Tutoring in Algebra: a Study in Middle School

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

Is it Effective using Peer Tutoring with Realistic Mathematics Education Approach to Improve Slow Learners’ Mathematics Attitudes?

This study was aimed to describe the effectiveness of peer tutoring method with Realistic Mathematics Education approach applied in inclusive classes to improve slow learners' mathematics attitudes. Type of this research was quasi experiment with one-group pretest-posttest design. The sample was chosen by using convenience sampling from slow learners of VII Grade Junior High School which consisted of 31 students scattered into 3 inclusive classes. The instrument used in this study was a non-test instrument in form of questionnaires. The effectiveness criteria in this study was based on 1) the average score of final questionnaire was higher than the initial questionnaire score, 2) the final questionnaire score shows that more than 75% of the whole students gained the minimum “good” criteria. The result shows that applying peer tutoring learning method with Realistic Mathematics Education approach in inclusive classes was effective to improve slow learners' mathematics attitudes

Deaf STEM Community Alliance: Establishing a model virtual academic community

Abstract - This presentation describes the incremental and iterative development of the Deaf STEM Community Alliance’s virtual academic community, the Deaf and Hard of Hearing Virtual Academic Community (DHHVAC). The DHHVAC components address three critical barriers to the success of students who are deaf or hard-of-hearing: student preparation, socialization, and access to media

Synchronous Online Peer Tutoring via Video Conferencing Technology: An Exploratory Case Study

The objective of this study was to analyze the lived experiences of peer tutors who provide synchronous online tutoring services, at a large, accredited, public, four-year university located in the Middle Atlantic Region of the United States. An exploratory qualitative case study approach was used to conduct this study. The case chosen for this study consisted of a single holistic case that was both descriptive and intrinsic. Participants of the study consisted of students who were hired by the chosen university to serve as peer tutors as well as students that utilize the online peer tutoring service. Data collection and analysis for this study included semi-structured individual interviews and observations. Findings from this study were used to help improve and further expand the use of synchronous online peer tutoring in higher education