Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis.

Abstract

This study examined the relative impact of structured peer tutoring and group reward components of the reciprocal peer-tutoring intervention on the mathematics performance of elementary school students at high risk for academic failure. Sixty-four students were selected randomly from a pool of 80 4th-and 5th-grade students. Students were assigned randomly to four conditions: structure plus reward; reward only; structure only; and no structure, no reward. Findings indicated that students who received both components showed the highest levels of accurate mathematics computations. Analyses of collateral measures revealed that students in the group-reward conditions received higher classroom conduct reports than students in the nonreward conditions. Students in the structured conditions reported higher levels of scholastic competency and self-control than did students in the nonstructured conditions. Data were reported on treatment integrity and teacher and student satisfaction.

Improving attainment across a whole district: school reform through peer tutoring in a randomized controlled trial

“…Significant gains in spatial ability were reported in a sample of 214 eleven to sixteen-year-old pupils in a three-month same-age peer learning intervention (Gyanani & Pahuja, 1995). Same-age peer tutoring in mathematics was reported to have a positive impact on mathematical ability and student self-reported levels of maths ability when compared to control groups in a randomized trial of 64 nine-year-old pupils (Fantuzzo, King & Heller, 1992).…”

“…Fitz-Gibbon (1992) noted greater gains for tutors. Evaluations of peer tutoring programs for mathematics have shown positive impacts on attainment (Fantuzzo, Polite & Grayson, 1990;Greenwood, Delquadri & Hall, 1989;Gyanani & Pahuja, 1995,) and also on student"s self-reported levels of mathematics ability (Fantuzzo, King & Heller, 1992).…”

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

“…Students have to be motivated not only to do the work, but also to do the work together. Many studies of cooperative learning have focused on how best to structure classroom activities to enhance student motivation, and therefore achievement (see, e.g., Fantuzzo, King, & Heller, 1992;Ginsburg-Block & Fantuzzo, 1998; R. J. Stevens & Slavin, 1995).…”

“…Designing mathematical content that supports equity (Fantuzzo, King, & Heller, 1992), to word problems with fairly procedural solutions (Webb, Farivar, & Mastergeorge, 2002), to open-ended tasks (Chizhik, 2001). There is often little discussion of how the task itself influences the findings (though Chizhik's work is a notable exception).…”

Learning for later teaching: An exploration of mediational links between teaching expectancy and learning results

“…RENKL teaching as a central component, for example, the jigsaw method (Aronson, 1984;Aronson, Blaney, Stephan, Sikes, & Snapp, 1978), the reciprocal teaching approach (Brown & Campione, 1990;Palincsar & Brown, 1984), the reciprocal tutoring method (Fantuzzo, King, & Heller, 1992;Fantuzzo, Riggio, Connelly, & Dimeff, 1989), and the scripted cooperation and cooperative teaching script procedures (Lambiotte et al, 1987;O'Donnell & Dansereau, 1992).…”