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

Alegre, Francisco

doi:10.1080/0020739x.2017.1342284

Cited by 34 publications

(17 citation statements)

References 42 publications

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“…According to these authors, when a student realizes he/she is able to explain mathematics contents to a peer her/his confidence in his/her own abilities in mathematics increases. In fact, recently, while Zeneli, Tymms, and Bolden (2016) [63] did not find any significant results, Alegre Ansuategui and Moliner Miravet (2017) [2] did find significant improvements regarding mathematics self-concept in this context. Although many articles the research in the field show positive outcomes and improvements in students' mathematics selfconcept, only some of them report statistically significant improvements or significant effect sizes.…”

Section: Peer Tutoring and Mathematics Self-conceptmentioning

confidence: 79%

“…Several benefits have been documented across the literature for both tutors and tutees during peer tutoring experiences. From an academic perspective, the majority of studies report significant improvements in the students' mathematics scores [2,3]. The social implications of peer tutoring are also valuable, as it fosters student inclusion [4] and improves the class climate [5].…”

Section: Introductionmentioning

confidence: 99%

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Effects of peer tutoring on middle school students’ mathematics self-concepts

Miravet

Alegre

2020

PLoS ONE

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The effects of peer tutoring on students' mathematics self-concepts were examined. The Marsh questionnaire was used to measure students' mathematics self-concepts before and after implementation of a peer tutoring program. A pretest posttest control group design was employed. Study participants included 376 students from grades 7 to 9 (12 to 15 years old). No statistically significant differences were reported between the pretest and the posttest for any of the control groups. Statistically significant improvements were reported for all grades for the experimental groups. An average increment of 13.4% was reported for students in the experimental group, and the overall effect size was reported to be medium (Hedges' g = 0.48). No statistically significant differences were reported across grades for the experimental group. The main conclusion of this study is that same-age and reciprocal peer tutoring may be very beneficial for middle school students' mathematics self-concepts. Several recommendations for field practitioners emanated from the study: use same-age and reciprocal tutoring over cross-age and fixed peer tutoring; schedule tutoring programs for four weeks or less with two to four sessions of 25 minutes or less per week for each tutoring session; and, include a control group in research studies.

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Section: Peer Tutoring and Mathematics Self-conceptmentioning

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Effects of peer tutoring on middle school students’ mathematics self-concepts

Miravet

Alegre

2020

PLoS ONE

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“…The effectiveness of using vitageneous experience of the second-year interns invited to interactive lectures and seminars for freshmen is also confirmed by different studies on the problem of mutual learning (Mustafa, 2017;Ansuategui & Miravet, 2017).…”

Section: Resultsmentioning

confidence: 76%

Foreign Students’ Cognitive Interest And The Use Of Vitageneous Learning Technologies

Treshchev¹

2020

The European Proceedings of Social and Behavioural Sciences

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“…Peer tutoring may be defined as a cooperative and active learning strategy in which students help each other in dyads, while learning at the same time (Alegre Ansuategui and Moliner Miravet, 2017). Zapata (2020) noted that students of different educational levels have very positive perceptions of this learning methodology.…”

Section: Peer Tutoring: Conceptual Frameworkmentioning

confidence: 99%

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

Cited by 34 publications

References 42 publications

Effects of peer tutoring on middle school students’ mathematics self-concepts

Effects of peer tutoring on middle school students’ mathematics self-concepts

Foreign Students’ Cognitive Interest And The Use Of Vitageneous Learning Technologies

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

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