Effects of peer tutoring on middle school students’ mathematics self-concepts

Miravet, Lidón Moliner; Alegre, Francisco

doi:10.1371/journal.pone.0231410

Cited by 28 publications

(31 citation statements)

References 110 publications

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“…Previous studies in the field state that, from a psychological perspective, reciprocal tutoring is better than fixed tutoring (Miravet et al, 2014). Mathematics self-concept and mathematics attitude seem to benefit more from the role exchange that takes place during reciprocal tutoring (Cheng & Ku, 2009;Fantuzzo et al, 1989;Moliner & Alegre, 2020;Sutherland & Snyder, 2007). No previous literature reviews or meta-analysis have shown significant differences between both types in the academic achievement variables (Leung, 2015(Leung, , 2019b.…”

Section: Theoretical Frameworkmentioning

confidence: 97%

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

et al. 2020

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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.

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Section: Theoretical Frameworkmentioning

confidence: 97%

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

et al. 2020

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“…The confirmation of hypothesis 2 (posttest scores for the experimental group in both, mathematics learning anxiety and mathematics evaluation anxiety will be significantly lower than the posttest scores for the control group) was predictable taking into account the findings of recent studies in the field of peer tutoring and mathematics (Campbell, 2019;Grove et al, 2019;Moliner and Alegre, 2020;Yoo, 2020). In them, it is reported how the experimental group outscores the control group and statistically significantly differences are found when analyzing other psychological variables such as mathematics self-concepts or mathematics attitude.…”

Section: Discussionmentioning

confidence: 71%

“…Afterward, the students participated in the reciprocal peer tutoring sessions for approximately 20 min to check and finalize the work they had done individually. Indications and protocols analogous to those provided by Moliner and Alegre (2020) were followed during peer tutoring. Working in pairs, students had to compare the results they had arrived at when working on their own, share the procedures they had employed to solve the tasks, ask each other questions regarding the exercises and problems, and work together to solve any problems that they hadn’t completed when working independently.…”

Section: Methodsmentioning

confidence: 99%

“…Indeed, authors such as Topping (Topping and Whiteley, 1993;Shanahan et al, 1994;Topping et al, 2011;Topping, 2019), Fuchs (Fuchs et al, 1995, 2019;Powell and Fuchs, 2015), and Ginsburg-Block and Fantuzzo (Fantuzzo and Ginsburg-Block, 1998;Ginsburg-Block et al, 2006;Can and Ginsburg-Block, 2013), among others, have been studying the academic, social, and psychological benefits of peer tutoring in mathematics and other subjects for more than three decades. The positive effects of this cooperative learning strategy on variables such as self-concept, attitude toward mathematics, selfesteem, and social integration have been repeatedly documented (Alegre et al, 2020;Moliner and Alegre, 2020). Nevertheless, in spite of the broad range of literature that exists regarding peer tutoring, very few studies have addressed the effects of this methodology on students' mathematics anxiety.…”

Section: State Of the Problem And Need For This Research Studymentioning

confidence: 99%

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Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience

Miravet

Alegre

2020

Front. Psychol.

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In this research the effects of reciprocal peer tutoring on students' mathematics anxiety levels were examined. A pretest posttest with control group design was used at a public middle school in Spain. A total of 420 students in 7th, 8th, and 9th grades participated in the study, of which 215 were female and 205 were male. Students were randomly assigned and equally distributed by course grade (140 in each course grade) and experimental condition (210 in the experimental group and 210 in the control group). Quantitative data were gathered using the Mathematics Anxiety Scale developed by Chiu and Henry (1990). Qualitative information was gathered during eight focus group sessions that were held with students. Two main factors were analyzed using the quantitative and qualitative information: mathematics learning anxiety and mathematics evaluation anxiety. Results were analyzed by gender and course grade. Statistically significant improvements were reported for both male and female students in the experimental group and for each course grade for both factors. No statistically significant differences were reported for students in the control group in any case. A moderate effect size was reported for mathematics evaluation anxiety (Hedge's g = 0.42), and a large effect size was reported for mathematics learning anxiety (Hedge's g = 0.84). Information obtained from the focus groups was consistent with the reported quantitative results. The main conclusion is that peer tutoring may be very beneficial for reducing middle school students' mathematics anxiety, regardless of their gender or grade.

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“…On the other hand, students perceived that the peer tutoring program provided them with opportunities that were not otherwise available within the curriculum [19,20]. The main conclusion of this study is that reciprocal and peer tutoring can be very beneficial [21].…”

Section: Research Articlementioning

confidence: 78%

Personal factors associated with satisfaction with tutoring in engineering students

et al. 2021

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The tutoring of university students is very relevant for the achievement of engineering learning and personal factors are associated with satisfaction, establishing that the knowledge of these factors makes it possible to take measures that contribute to improve tutoring actions. The objective of the research was to establish the association of personal factors to satisfaction with tutoring in engineering students. A quantitative approach was chosen, the design was non-experimental and the association of personal factors with satisfaction with university tutoring. The population consisted of 800 engineering students and by means of probabilistic sampling with a 3% margin of error, the sample consisted of 458 students. The results showed that satisfaction with the university tutor is associated with the factors sex, age and college of origin, obtaining the Chi-square value x2 = 189.618a, 157.728a and 118.106a (p < 0.05); satisfaction with the university tutor associated with factors of sex, age and school of origin, obtained a Chi-square x2 = 189.618a, 157.728a and 118.106a (p < 0.05) and satisfaction with the organization and contents of the tutoring was associated with factors of sex, age and school of origin obtained a Chi-square x2 = 8.876a, 23.189a and 17.327a (p < 0.05). It is concluded that personal conditions are associated with satisfaction with tutoring, with the university tutor and with the organization and contents of tutoring in engineering students.

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Effects of peer tutoring on middle school students’ mathematics self-concepts

Cited by 28 publications

References 110 publications

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

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

Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience

Personal factors associated with satisfaction with tutoring in engineering students

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