The Effects of Peer‐Mediated Instruction in Mathematics for Students with Learning Problems: A Research Synthesis

Abstract

The purpose of this synthesis is to summarize the effectiveness of peer-mediated interventions on the mathematics performance of both students with disabilities and those at risk for mathematics disabilities. Meta-analytic techniques were used to calculate mean effect sizes for 17 studies that met inclusion criteria. Results indicate that peer-mediated interventions in mathematics are moderately effective for improving students' mathematics performance. Also, findings are strongest for students at risk for mathematics disabilities, elementary-aged participants, and mathematics computation content. Recommendations for future research and practical implications are discussed.

The Effects of Peer Tutoring on Academic Performance of Students With Disabilities in Grades 6 Through 12: A Synthesis of the Literature

“…The negative effect sizes that were reported could be attributed to the fact that these assessments tested complex knowledge skills. This concurs with the assertion that peer tutoring strategies are yet to prove efficacious in the ability of students to acquire complex skills (Kunsch et al, 2007;Stenhoff & Lignugaris/ Kraft, 2007). The variation in reported effect sizes could have been a function of the type of measurement used to indicate academic improvement.…”

A Synthesis of Peer-Mediated Academic Interventions for Secondary Struggling Learners

“…Interventions that did not include a reciprocal feedback component (Dufrene et al, 2010) or used a feedback component that was compromised due to poor pairing techniques (Wexler et al, 2010) resulted in minimal to no effects. With only one study in our corpus focusing on math, we are unable to draw conclusions about the overall effectiveness of peer-mediated learning in this subject and how the results align with previous research (e.g., Kunsch et al, 2007). However, the positive impact on reading outcomes supports findings from syntheses of peermediated interventions at the early grades (Elbaum et al, 1999;Rohrbeck et al, 2003) and previous research from findings from syntheses at the secondary grades (Okilwa & Shelby, 2010;Stenhoff & Lignugaris/Kraft, 2007).…”

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

“…In addition, we consulted certain websites specialized in research into peer tutoring, including Peer Tutoring Resource Center and GRAI (Research Group about Peer Learning). In addition, we compared the articles with other prior meta-analyses in fields related to that of this study (Kroesbergen & Van Luit, 2003;Bowman-Perrott et al, 2013;Cohen et al, 1982;Leung et al, 2005;Rohrbeck et al, 2003;Gersten et al, 2009;Kunsch & Jitendra 2007). In addition, we also made a comparison with the bibliographic reviews concerning peer tutoring in mathematics (Robinson et al, 2005;Britz, 1989) and others concerning peer tutoring in general (Topping, 1996;Delquadri et al, 1986).…”