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http://dx.doi.org/10.7468/jksmee.2020.34.2.179

Comparing Two Peer Tutoring Methods in the Mathematics Classroom: Design and Implementation Research  

Cho, Ahra (Geumchon High School)
Min, Kyung Chan (Yonsei University)
Lim, Woong (Yonsei University)
Publication Information
Communications of Mathematical Education / v.34, no.2, 2020 , pp. 179-200 More about this Journal
Abstract
The study investigates how two different methods of peer tutoring impact academic achievement and student affect in a high school mathematics class. The two methods include the one-on-one non-reciprocal peer tutoring and the one-on-four interactive peer-tutoring method. We looked into students' cognitive gains and their affect toward mathematics after students had experienced peer tutoring for six weeks. Further, we analyzed student responses in a survey about peer tutoring activities. A finding is that the two methods produced no statistically significant difference in both cognitive gains and student affect toward mathematics. As students expressed views about their peer tutoring experiences, their comments, however, revealed the multifaceted aspects of peer tutoring in the classroom setting. In turn, this supports the use of diverse peer tutoring methods especially when the teacher makes incremental changes in teaching practices to improve student learning. Findings also indicate that appropriate peer tutoring experiences have the potential to create intellectually safe learning environments with high student engagement. This underscores the benefit of designing and implementing diverse peer tutoring methods that are effective in engaging students in learning and increasing the opportunity to learn and create knowledge with peers.
Keywords
peer tutoring methods; mathematics classroom;
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