Academic Benefits of Peer Tutoring: A Meta-Analytic Review of Single-Case Research

Peer tutoring is an instructional strategy that involves students helping each other learn content through repetition of key concepts. This meta-analysis examined effects of peer tutoring across 26 single-case research experiments for 938 students in Grades 1-12. The TauU effect size for 195 phase c...

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Published inSchool psychology review Vol. 42; no. 1; pp. 39 - 55
Main Authors Bowman-Perrott, Lisa, Davis, Heather, Vannest, Kimberly, Williams, Lauren, Greenwood, Charles, Parker, Richard
Format Journal Article
LanguageEnglish
Published Bethesda Taylor & Francis 01.03.2013
National Association of School Psychologists
Taylor & Francis Ltd
Subjects
Accountability
Behavior
Behavior Change
Behavior Disorders
Case Studies
Confidence intervals
Disabilities
Early intervention
Education
Educational Benefits
Educational Research
Educational Strategies
Effect Size
Grade 1
Group work in education
Individualized Instruction
Intervention
Meta Analysis
Methods
Outcomes of Education
Peer Teaching
Peer tutoring
Peer-group tutoring of students
Research Methodology
School psychologists
Statistical Analysis
Students
Systematic review
Teaching Methods
Team learning approach in education
Trends
Tutoring
Tutors and tutoring
United States
Online AccessGet full text

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Abstract Peer tutoring is an instructional strategy that involves students helping each other learn content through repetition of key concepts. This meta-analysis examined effects of peer tutoring across 26 single-case research experiments for 938 students in Grades 1-12. The TauU effect size for 195 phase contrasts was 0.75 with a confidence interval of CI 95 = 0.71 to 0.78, indicating that moderate to large academic benefits can be attributed to peer tutoring. Five potential moderators of these effects were examined: dosage, grade level, reward, disability status, and content area. This is the first peer tutoring meta-analysis in nearly 30 years to examine outcomes for elementary and secondary students, and extends previous peer tutoring meta-analyses by examining disability as a potential moderator. Findings suggest that peer tutoring is an effective intervention regardless of dosage, grade level, or disability status. Among students with disabilities, those with emotional and behavioral disorders benefitted most. Implications are discussed.
AbstractList Peer tutoring is an instructional strategy that involves students helping each other learn content through repetition of key concepts. This meta-analysis examined effects of peer tutoring across 26 single-case research experiments for 938 students in Grades 1-12. The TauU effect size for 195 phase contrasts was 0.75 with a confidence interval of CI 95 = 0.71 to 0.78, indicating that moderate to large academic benefits can be attributed to peer tutoring. Five potential moderators of these effects were examined: dosage, grade level, reward, disability status, and content area. This is the first peer tutoring meta-analysis in nearly 30 years to examine outcomes for elementary and secondary students, and extends previous peer tutoring meta-analyses by examining disability as a potential moderator. Findings suggest that peer tutoring is an effective intervention regardless of dosage, grade level, or disability status. Among students with disabilities, those with emotional and behavioral disorders benefitted most. Implications are discussed.
Peer tutoring is an instructional strategy that involves students helping each other learn content through repetition of key concepts. This meta-analysis examined effects of peer tutoring across 26 single-case research experiments for 938 students in Grades 1-12. The TauU effect size for 195 phase contrasts was 0.75 with a confidence interval of CI[subscript 95] = 0.71 to 0.78, indicating that moderate to large academic benefits can be attributed to peer tutoring. Five potential moderators of these effects were examined: dosage, grade level, reward, disability status, and content area. This is the first peer tutoring meta-analysis in nearly 30 years to examine outcomes for elementary and secondary students, and extends previous peer tutoring meta-analyses by examining disability as a potential moderator. Findings suggest that peer tutoring is an effective intervention regardless of dosage, grade level, or disability status. Among students with disabilities, those with emotional and behavioral disorders benefitted most. Implications are discussed. (Contains 1 figure and 2 tables.)
Peer tutoring is an instructional strategy that involves students helping each other learn content through repetition of key concepts. This meta-analysis examined effects of peer tutoring across 26 single-case research experiments for 938 students in Grades 1-12. The TauU effect size for 195 phase contrasts was 0.75 with a confidence interval of CI^sub 95^ = 0.71 to 0.78, indicating that moderate to large academic benefits can be attributed to peer tutoring. Five potential moderators of these effects were examined: dosage, grade level, reward, disability status, and content area. This is the first peer tutoring meta-analysis in nearly 30 years to examine outcomes for elementary and secondary students, and extends previous peer tutoring meta-analyses by examining disability as a potential moderator. Findings suggest that peer tutoring is an effective intervention regardless of dosage, grade level, or disability status. Among students with disabilities, those with emotional and behavioral disorders benefitted most. Implications are discussed. [PUBLICATION ABSTRACT]
Peer tutoring is an instructional strategy that involves students helping each other learn content through repetition of key concepts. This meta-analysis examined effects of peer tutoring across 26 single-case research experiments for 938 students in Grades 1-12. The TauU effect size for 195 phase contrasts was 0.75 with a confidence interval of [CI.sub.95] = 0.71 to 0.78, indicating that moderate to large academic benefits can be attributed to peer tutoring. Five potential moderators of these effects were examined: dosage, grade level, reward, disability status, and content area. This is the first peer tutoring meta-analysis in nearly 30 years to examine outcomes for elementary and secondary students, and extends previous peer tutoring meta-analyses by examining disability as a potential moderator. Findings suggest that peer tutoring is an effective intervention regardless of dosage, grade level, or disability status. Among students with disabilities, those with emotional and behavioral disorders benefitted most. Implications are discussed.
Audience Elementary Secondary Education
Professional
Author Bowman-Perrott, Lisa
Davis, Heather
Greenwood, Charles
Williams, Lauren
Parker, Richard
Vannest, Kimberly
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Snippet Peer tutoring is an instructional strategy that involves students helping each other learn content through repetition of key concepts. This meta-analysis...
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SubjectTerms Accountability
Behavior
Behavior Change
Behavior Disorders
Case Studies
Confidence intervals
Disabilities
Early intervention
Education
Educational Benefits
Educational Research
Educational Strategies
Effect Size
Grade 1
Group work in education
Individualized Instruction
Intervention
Meta Analysis
Methods
Outcomes of Education
Peer Teaching
Peer tutoring
Peer-group tutoring of students
Research Methodology
School psychologists
Statistical Analysis
Students
Systematic review
Teaching Methods
Team learning approach in education
Trends
Tutoring
Tutors and tutoring
Title Academic Benefits of Peer Tutoring: A Meta-Analytic Review of Single-Case Research
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