Peer tutoring in algebra: A study in Middle school

Francisco Alegre, Lidon Moliner, Ana Maroto and Gil Lorenzo-Valentin

The Journal of Educational Research, 2019, vol. 112, issue 6, 693-699

Abstract: This study reports the academic benefits of peer tutoring in algebra for middle school students. A total of 380 students enrolled in grades 7th and 8th participated in the study. Two peer tutoring sessions took place during each week (10 weeks). Interactions between peers lasted 20 to 25 minutes for each session. The typology of tutoring was fixed and same-age. A pretest posttest with control group design was used. Statistical significant improvements were reported in the academic achievement variable after the implementation of the peer tutoring program for 7th and 8th grade courses separately and altogether. Over 87% of the students in the experimental group improved their marks. The overall effect size for the experience was reported to be medium (Hedge’s g = 0.48). The main conclusion of this study is that fixed and same-age peer tutoring in algebra may be very beneficial for middle school students.

Date: 2019
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DOI: 10.1080/00220671.2019.1693947

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