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

Autor/inn/en	Alegre, Francisco; Moliner, Lidón; Maroto, Ana; Lorenzo-Valentin, Gil
Titel	Academic Achievement and Peer Tutoring in Mathematics: A Comparison between Primary and Secondary Education
Quelle	In: SAGE Open, 10 (2020) 2, (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alegre, Francisco)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244020929295
Schlagwörter	Academic Achievement; Peer Teaching; Program Effectiveness; Mathematics Achievement; Elementary School Students; Secondary School Students; Grade 1; Grade 4; Grade 7; Grade 9; Public Schools; Foreign Countries; Educational Benefits; Spain + Suchen Sie Ihr Suchwort? Schulleistung; Peer group teaching; Peer Group Teaching; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; School year 01; 1. Schuljahr; Schuljahr 01; School year 04; 4. Schuljahr; Schuljahr 04; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; Public school; Öffentliche Schule; Ausland; Bildungsertrag; Spanien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01