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

Abstract

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.

Peer Tutoring and Academic Achievement in Mathematics: A Meta-Analysis

“…On the contrary if one obtains a heterogeneous condition in the fixed effects model, the mixed effects model will have to be analyzed. This tendency to use both models is in consonance with current trends in this type of research project (Leung, 2015).…”

“…A significant QB indicates that the variable of the group is a significant moderator and that the mean effect size differs between subgroups. On the other hand, the statistic QW was used to test the effect between groups, with a nonsignificant QW indicating that the studies could be grouped into homogeneous subgroups (Leung, 2015).…”

“…Since then, no review has been done in peer tutoring in Mathematics. Leung (2015) performed a meta-analysis in peer tutoring and academic achievement, but only included 17 studies of Mathematics and didn't take into account the so called grey literature . Meta-analysis is a methodology that allows making systematic reviews of empirical research and identify relationships among variables and outcomes (Durlak, 1995;Rosenthal, 1984).…”

The influence of experimental design on the magnitude of the effect size -peer tutoring for elementary, middle and high school settings: A meta-analysis

“…The latest meta-analysis in peer tutoring is that by Leung (2014). The paper includes studies; i) less than 6 weeks, ii) peer tutoring interventions on special education, and ii) studies with participants with ages over 18 years of age.…”

“…Leung (2014) Peer tutoring elementary, high and university students including special needs populations. 72 studies, including studies with less than six weeks.…”