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

Francisco Jose Alegre-Ansuategui; Lidón Moliner; Gil Lorenzo; Ana Maroto

doi:10.12973/ejmste/79805

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Francisco Jose Alegre-Ansuategui ¹ ^*, Lidón Moliner ², Gil Lorenzo ², Ana Maroto ¹

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¹ Universidad de Valladolid, Valladolid, SPAIN² Universitat Jaume I, Castello de la Plana, Comunitat Valenciana, SPAIN^* Corresponding Author

Abstract

A meta-analysis of findings from 50 independent studies of peer tutoring programs in Mathematics at multiple educational stages showed that 88% of these programs have positive effects on the academic performance of the participants (Hedge’s g = 0.333). Some of the variables to be taken into account when developing a peer tutoring experience were analyzed. Results showed that variables such as the ages of the participants, roles, skills of the tutees (disabled or at academic risk vs non-disabled and not at academic risk), length of the sessions and frequency were not significant moderators of the academic achievement. Variables such as educational stage, design of the study, duration of the program, level of knowledge of the tutors, time of the day (school time vs out of school time) and sample size turned out to be significant moderators. Results are discussed and proposals for future research are suggested.

Keywords

academic achievement
mathematics
meta-analysis
multiple educational stages
peer tutoring

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 14, Issue 1, January 2018, 337-354

https://doi.org/10.12973/ejmste/79805

Publication date: 06 Nov 2017

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How to cite this article

APA

Alegre-Ansuategui, F. J., Moliner, L., Lorenzo, G., & Maroto, A. (2018). Peer Tutoring and Academic Achievement in Mathematics: A Meta-Analysis. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 337-354. https://doi.org/10.12973/ejmste/79805

Vancouver

Alegre-Ansuategui FJ, Moliner L, Lorenzo G, Maroto A. Peer Tutoring and Academic Achievement in Mathematics: A Meta-Analysis. EURASIA J Math Sci Tech Ed. 2018;14(1):337-54. https://doi.org/10.12973/ejmste/79805

AMA

Alegre-Ansuategui FJ, Moliner L, Lorenzo G, Maroto A. Peer Tutoring and Academic Achievement in Mathematics: A Meta-Analysis. EURASIA J Math Sci Tech Ed. 2018;14(1), 337-354. https://doi.org/10.12973/ejmste/79805

Chicago

Alegre-Ansuategui, Francisco Jose, Lidón Moliner, Gil Lorenzo, and Ana Maroto. "Peer Tutoring and Academic Achievement in Mathematics: A Meta-Analysis". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 1 (2018): 337-354. https://doi.org/10.12973/ejmste/79805

Harvard

Alegre-Ansuategui, F. J., Moliner, L., Lorenzo, G., and Maroto, A. (2018). Peer Tutoring and Academic Achievement in Mathematics: A Meta-Analysis. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), pp. 337-354. https://doi.org/10.12973/ejmste/79805

MLA

Alegre-Ansuategui, Francisco Jose et al. "Peer Tutoring and Academic Achievement in Mathematics: A Meta-Analysis". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 1, 2018, pp. 337-354. https://doi.org/10.12973/ejmste/79805