Design-based research principles for successful peer tutoring on social media

Campbell, Anita

doi:10.1080/0020739x.2019.1650306

Cited by 20 publications

(15 citation statements)

References 23 publications

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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: 68%

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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Section: Discussionmentioning

confidence: 68%

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

Miravet

Alegre

2020

Front. Psychol.

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“…From the tutees' points of view, this peer tutoring program was very beneficial for them and the tutees felt more comfortable because they were taught by their friends that they might ask any question or difficulty to the tutors relatively in contrast when they were taught by their lecturers or even professors. Conversely, the finding of research conducted by Campbell (2019) explained that sometimes the tutees were lack of confidence on how to expression their questions contributed to the initial low participation. Thus, their material understanding should be well improved.…”

Section: Discussionmentioning

confidence: 97%

Peer Tutoring as A Best Practice of Accounting Learning in Vocational Education

Marsely

2020

JABE

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This study attempts to investigate the use of peer tutoring and to assest the effectiveness of peer tutoring in accounting learning, State Polytechnic of Malang. A descriptive research approach with case study was employed in this research. The information gathered by documentation, observation and in depth interview. The accounting learning was done by the author with apllying same age peer tutoring (co-peer). The findings revealed that peer tutoring is a very effective learning strategy both to tutors and tutees. Tutors feels happy, proud, and satisfied when the lecturers trust them to give the material in front of their friends. Whereas the tutees feel more comfortable because the learning activities has become more relaxed and not strained, the students have been brave to ask more question. Peer tutoring has improve the academic achievement, communication skill, responsibilities, patience, empathy, sympathy, and strengthening the social skills both to tutors and tutees. As we know that these all skills were very needed in the world life. The author suggest that it should be utilized within the premises of the educational institutions. It is a must for polytechnic students to be equipped with such ability given that it has a great impact towards their future career development. The graduates are believed to be able to perform productively in the society with this ability, notwithstanding what contexts they are in. This is to assure that they would be able to function in line with the complex world of today.

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“…Lecturers who use sudden online learning in anticipation of Covid-19 need to be improved from a pedagogical point of view when implementing online learning. The essential ability to design online learning determines the success of that learning [30,31,36]. Social media platforms such as WhatsApp are increasingly being used in formal education.…”

Section: Learning Impactsmentioning

confidence: 99%

“…Social media platforms such as WhatsApp are increasingly being used in formal education. Research, training that facilitates educators on how to manage productive learning communities on social media platforms needs to be developed [7,23,36,37].…”

Section: Learning Impactsmentioning

confidence: 99%

Effects of WhatsApp Based Online Learning to Students' Satisfaction during COVID-19 Mitigation in Rural Area of Indonesia

Sulisworo¹,

Salem²,

Bala³

et al. 2021

ujer

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Covid-19 pandemic has a significant impact on learning practices in various countries. The Government of Indonesia conducts Covid-19 Mitigation in various sectors, including education. MOEC (Ministry of Education and Culture) issued regulations to organize knowledge using online learning at all levels of schools in all regions. Elementary schools in rural areas face obstacles in implementing online learning according to government regulations during the pandemic. Teachers use a variety of applications when carrying out online learning. Teachers use social media applications the most in education during this rapid change situation. One of the social media used during this mitigation is WhatsApp. This study aims to describe the response of learner's satisfaction in Nusa Tenggara Timur, Indonesia, during online learning with this media. This research is a quantitative descriptive study using the COLLES questionnaire. This questionnaire was created using Google Form and distributed through WhatsApp Group to students. The sampling technique used was the purposive sampling of 123 students who joined online lectures using this media. The results of this study show that students are generally satisfied with online learning. Some aspects that need to be improved are at the level of appreciation, lecturer feedback during lectures. These results provide optimism for online learning as a new learning process in the modern era after Covid-19 mitigation ends.

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Design-based research principles for successful peer tutoring on social media

Cited by 20 publications

References 23 publications

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

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

Peer Tutoring as A Best Practice of Accounting Learning in Vocational Education

Effects of WhatsApp Based Online Learning to Students' Satisfaction during COVID-19 Mitigation in Rural Area of Indonesia

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