Outcomes in a randomised controlled trial of mathematics tutoring

Topping, Keith J.; Miller, David; Murray, Pauline; Henderson, Sheila; Fortuna, Colette; Conlin, Nora

doi:10.1080/00131881.2011.552239

Cited by 27 publications

(20 citation statements)

References 9 publications

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“…All these observations, together with the self-concept, confirms hypothesis 4 not only because a considerable improvement was detected in the students' communicative abilities, but also because they felt competent to explain to their classmates the exercises they had previously solved. These improvements have also been detected in other studies such as Tsuei [74] and Topping et al [75]. This research appears to show that peer tutoring has a high influence on emotional, attitudinal and academic factors and on students' communicative abilities, as well as having positive effects in the classroom.…”

Section: Discussion Of Resultssupporting

confidence: 67%

Emotional and cognitive effects of peer tutoring among secondary school mathematics students

Alegre

2017

International Journal of Mathematical Education in Science and

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Section: Discussion Of Resultssupporting

confidence: 67%

Emotional and cognitive effects of peer tutoring among secondary school mathematics students

Alegre

2017

International Journal of Mathematical Education in Science and

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“…Following the previously described procedures, only two studies of achievement with extreme sample sizes of 530 (Topping et al, 2011) and 705 (Topping, Thurston, McGavock, & Conlin, 2012) met the criteria as outliers as defined by Tukey (1977). After winsorizing these two positive outliers, the average sample size of the studies in cluded in this investigation was 91.83 (SD = 110.75).…”

Section: Profile Of Effect Sizementioning

confidence: 99%

Preliminary empirical model of crucial determinants of best practice for peer tutoring on academic achievement.

Leung¹

2015

Journal of Educational Psychology

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Previous meta-analyses of the effects of peer tutoring on academic achievement have been plagued with theoretical and methodological flaws. Specifically, these studies have not adopted both fixed and mixed effects models for analyzing the effect size; they have not evaluated the moderating effect of some commonly used parameters, such as comparing same-age reciprocal peer tutoring, same-age nonrecip rocal, or cross-age peer tutoring; considered the educational level of tutee or tutor; or properly addressed publication bias. Most studies are confined to specific populations and particular subjects (mainly mathematics and reading), and some studies are confounded by other types of intervention (such as cooperative learning or adult-led tutoring). Hence, there is a compelling need for an updated, compre hensive meta-analysis evaluating the effect of peer tutoring on academic achievement that incorporates advances in methodology, is not confounded by other modes of peer learning, and engages a wide range of participants and various subjects. The present study demonstrates that peer tutoring has a positive impact on academic achievement. The moderators and crucial determinants of the effectiveness of peer tutoring are identified and compared. Moreover, program parameters based on the concepts of role theory and interdependent group contingencies are evaluated. Finally, a preliminary empirical model of the crucial determinants of best practices for peer tutoring on academic achievement is proposed.Peer tutoring has been commonly implemented in educational settings. Research has demonstrated that peer tutoring has a pos itive impact on academic outcomes. Several meta-analyses have examined the effects of peer tutoring systematically and empiri cally. However, many of these meta-analyses have been plagued with methodological or theoretical flaws. The aim in the present investigation was to synthesize previous research on peer tutoring, address its limitations, evaluate the effects of peer tutoring on academic achievement, and identify the crucial determinants of the effectiveness of peer tutoring. Finally, a preliminary empirical model of the crucial determinants of best practices for peer tutor ing on academic achievement is proposed.

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“…(), Topping et al. () did not include a daily treatment option. Further interpretation is limited by the lack of control for total weekly treatment duration (Topping et al., ).…”

Section: Treatment Dosementioning

confidence: 99%

“…() did not include a daily treatment option. Further interpretation is limited by the lack of control for total weekly treatment duration (Topping et al., ). Holding total time constant within each week is important to isolate the effect of intervention frequency from that of total treatment exposure.…”

Section: Treatment Dosementioning

confidence: 99%

Manipulating Treatment Dose: Evaluating the Frequency of a Small Group Intervention Targeting Whole Number Operations

Codding

VanDerHeyden²,

Martin

et al. 2016

Learning Disabilities Research & Practice

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Treatment dose is an understudied aspect of treatment effectiveness. This study compared the frequency with which a small-group mathematics intervention was delivered weekly (i.e., four times, twice, once) with a control condition while controlling for total duration. 101 at-risk students in grades 2-4 were randomly assigned to a condition following universal screening and skill-based assessments. Multilevel modeling was used to evaluate final score and growth on three measures. Results suggested that for the most proximal computation measure, treatment sessions occurring four times weekly produced clear benefits. On the application measure, students in all treatment groups outperformed students in the control condition. For the most complex computation measure, frequency was not a useful predictor. Grade was a moderating variable.

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Outcomes in a randomised controlled trial of mathematics tutoring

Cited by 27 publications

References 9 publications

Emotional and cognitive effects of peer tutoring among secondary school mathematics students

Emotional and cognitive effects of peer tutoring among secondary school mathematics students

Preliminary empirical model of crucial determinants of best practice for peer tutoring on academic achievement.

Manipulating Treatment Dose: Evaluating the Frequency of a Small Group Intervention Targeting Whole Number Operations

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