Learning behaviours of low-achieving children’s mathematics learning in using of helping tools in a synchronous peer-tutoring system

Tsuei, Mengping

doi:10.1080/10494820.2016.1276078

Cited by 19 publications

(14 citation statements)

References 47 publications

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“…The students stressed that PT was often a more effective way of acquiring an understanding of subjects than explanations given by the classroom teacher. This seems to be in line with the indings of previous studies, which demonstrated that the academic performance and engagement of SEN students increased in response to speci ic feedback, practice opportunities, and continuous support of peer tutors (Lingo, 2014;McCurdy & Cole, 2014;Tsuei, 2017). The impact of PT on students' motivation and attitudes to learning may be attributable to the friendly relationships among students, helping them to feel more comfortable and willing to seek help (Baiduri, 2017) in a non-judgmental communicative environment.…”

Section: Discussionsupporting

confidence: 89%

“…Therefore, the current study ful ils the important role of examining whether PT can be bene icial for SpLD students within a context that has traditionally lacked collaborative activities among students. Furthermore, although most of the studies conducted in the West found positive results to support the validity of PT as a classroom technique in the ield of SEN (e.g., (Grünke, Wilbert, Tsiriotakis, & Agirregoikoa, 2017;Tsuei, 2017;Wood, Mustian, & Cooke, 2012)), they nevertheless ignored the perspectives of both teachers and students. In particular, few studies have focused on the relevance of this approach to students with SpLD.…”

Section: The Research Gap and Signi Icance Of The Studymentioning

confidence: 99%

“…Although PT is widely recognised as a valid teaching strategy for the revision of material and improving retention and recall, it can also facilitate the teaching of new material and even the development of higher order, abstract cognitive skills (Topping, 2005). PT can be an effective way to improve a number of academic skills for students with SEN, such as reading, writing, and mathematics (Lingo, 2014;Tsuei, 2017). These programmes can also develop other skills that are likely to positively affect academic and everyday performance, such as brainstorming, decision-making, and planning practice (Hughes & Carter, 2008).…”

Section: The Academic Bene Its Of Peer Tutoringmentioning

confidence: 99%

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Teachers’ and students’ perceptions of the academic and socio-emotional benefits of peer tutoring

2018

J. adv. humanit. soc. sci.

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This study explored the perspectives of teachers and students regarding the academic and socio-emotional bene its of Peer Tutoring (PT) as a strategy to support students with Speci ic Learning Dif iculties (SpLD) in middle schools in Saudi Arabia. The research was prompted by the recent expansion of special education services in Saudi Arabia to include primary and middle school students and the introduction of new teaching methods to enhance the learning experiences of SpLD students. A qualitative case study was conducted in six inclusive schools running active PT programs for at least one year to ensure that participants had suf icient experience to develop an informed opinion on the bene its of this approach. Individual semi-structured interviews were conducted with 9 Special Education Need (SEN) teachers responsible for implementing PT in their schools, 18 mainstream students who played the role of tutors, and 19 SpLD students who played the role of tutees. Participants' perceptions were further examined using data collected from observations of student roles and behaviors during 16 PT sessions. The indings indicate that PT was perceived as an effective method for providing academic support for SpLD students and was associated with improved academic performance, motivation, and participation. However, SEN teachers and students expressed different perceptions about the ef icacy of this technique in supporting the development of social and emotional skills among SpLD students. These differences may be attributable to a lack of systematic planning and supervision before and during PT sessions, re lected in limited awareness among students regarding the objectives of PT programs. Based on the indings outlined above, there is strong evidence for integrating PT programs into Saudi schools as a supplement to lecture-style classes, given the potentially academic, social, and emotional bene its that this approach offers to SpLD students.

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Section: Discussionsupporting

confidence: 89%

Section: The Research Gap and Signi Icance Of The Studymentioning

confidence: 99%

Section: The Academic Bene Its Of Peer Tutoringmentioning

confidence: 99%

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Teachers’ and students’ perceptions of the academic and socio-emotional benefits of peer tutoring

2018

J. adv. humanit. soc. sci.

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“…The percentage of students that improved thanks to peer tutoring (87%) is quite similar to many of the recent studies in the field of peer tutoring in Mathematics not referring to algebra (Hrastinski, Stenbom, Benjaminsson & Jansson, 2019;Yaman, 2019;Zunaiedy, Syahputra & Panjaitan, 2019). This can be considered as a strong evidence of the benefits of peer tutoring in academic terms (Tsuei, 2017). Nevertheless, it must be taken into account that, although this methodology usually increases the academic achievement of a majority of students, there is always a percentage of students (usually between 10 and 20 percent) that decreases with its implementation.…”

Section: Discussionsupporting

confidence: 80%

Peer tutoring in algebra: A study in Middle school

Alegre

Miravet

Maroto

et al. 2019

The Journal of Educational Research

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

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“…This paper pays special attention to individual online synchronous tutoring in mathematics. It has been found that individual online synchronous tutoring in mathematics contributed to statistically significant improvements in assessment scores for low-achieving children (Chappell, Arnold, Nunnery, & Grant, 2015;Tsuei, 2017). Tutors need to pose a range of different types of questions in line with learning objectives (Guldberg & Pilkington, 2007).…”

Section: Introductionmentioning

confidence: 99%

Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics

Hrastinski

Stenbom

Benjaminsson

et al. 2019

Interactive Learning Environments

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Although we know that asking questions is an essential aspect of online tutoring, there is limited research on this topic. The aim of this paper was to identify commonly used direct question types and explore the effects of using these question types on conversation intensity, approach to tutoring, perceived satisfaction and perceived learning. The research setting was individual online synchronous tutoring in mathematics. The empirical data was based on 13,317 logged conversations and a questionnaire. The tutors used a mix of open, more student-centred questions, and closed, more teacher-centred questions. In contrast to previous research, this study provides a more positive account indicating that it is indeed possible to train tutors to focus on asking questions, rather than delivering content. Frequent use of many of the question types contributed to increased conversation intensity. However, there were few question types that were associated with statistically significant effects on perceived satisfaction or learning. There are no silver bullet question types that by themselves led to positive effects on perceived satisfaction and learning. The question types could be used by teachers and teacher students when reflecting on what types of questions they are asking, and what kind of questions they could be asking.

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Learning behaviours of low-achieving children’s mathematics learning in using of helping tools in a synchronous peer-tutoring system

Cited by 19 publications

References 47 publications

Teachers’ and students’ perceptions of the academic and socio-emotional benefits of peer tutoring

Teachers’ and students’ perceptions of the academic and socio-emotional benefits of peer tutoring

Peer tutoring in algebra: A study in Middle school

Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics

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