A literature review was undertaken to compile all data on peer tutoring in secondary education (7th to 12th grade) mathematics from existing articles. Data from 42 independent studies were included in this research. All data regarding participants' roles (fixed vs. reciprocal), participants' ages (same-age vs. cross-age), the methodological approach taken (quantitative or qualitative), the type of design for those studies that involved a quantitative approach, the variables analyzed, and the organizational matters (number of participants, duration of the program, sessions per week, and duration of the sessions) are included in the article. The effect sizes of the 42 studies were calculated and examined. The main goal of the study was to determine those variables that were moderators of effect size, that is, the variables that significantly influenced students' academic achievement outcomes. Inferential statistical analyses (Student's t-test and ANOVAs) were carried out for the variables. Of the 42 studies examined, 88% showed positive effect sizes with the means being close to medium (Cohen's d = 0.38). Conclusions suggest the implementation of same-age over cross-age tutoring, during programs of fewer than 8 weeks, in sessions of less than 30 minutes is optimal for improving students' academic outcomes. Inclusion of control groups in similar future studies is recommended so effect sizes are not overestimated.
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机译:进行了文献综述,以汇总现有文章中有关中等教育(7级至12级)的同伴辅导的所有数据。这项研究包括来自42项独立研究的数据。有关参与者角色(固定或互惠),参与者年龄(相同年龄与跨年龄),所采用的方法论方法(定量或定性),涉及定量方法的研究的设计类型,文章中包括分析的变量和组织事项(参与者数量,计划的持续时间,每周的课程和课程的持续时间)。计算并检查了42项研究的效果大小。该研究的主要目的是确定那些影响效果大小的变量,即对学生学习成绩产生重大影响的变量。对变量进行推论统计分析(Student's t检验和ANOVA)。在所审查的42项研究中,有88%的研究显示了积极的效果,均值接近中等(Cohen d = 0.38)。结论表明,在少于8周的课程中,少于30分钟的课程中,实施跨年龄的同龄辅导是提高学生学习成绩的最佳选择。建议在类似的未来研究中纳入对照组,以免影响大小被高估。
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