Classwide Peer Tutoring: A Comparison of “Tutor Huddle” and Teacher-Directed Procedures

1991 ◽  
Vol 8 (2) ◽  
pp. 2-7
Author(s):  
Elaine Chapman ◽  
David Leach
Keyword(s):  
Peer Tutoring ◽  
Sixth Grade ◽  
Classwide Peer Tutoring ◽  
Tutoring Program ◽  
Significant Difference ◽  
Practical Implications

ABSTRACTA 12-week classwide peer tutoring program in multiplication based on the “tutor huddle” procedure was compared with a conventional teacher-directed procedure. Two sixth-grade classes (n=52) were divided into higher and lower achievers on the basis of an initial multiplication pretest. The higher-achieving members (n=26) were then randomly assigned to be either tutor huddle tutors or teacher-directed tutors. The remaining class members (n=26) were randomly assigned to be either tutor huddle tutees or teacher-directed tutees. Results indicated that the tutor huddle tutors made significantly greater gains in multiplication skills than the teacher-directed tutors. There was no significant difference in the gains made by the two tutee groups. Benefits of the tutor huddle procedure for tutors and practical implications for its use in classroom settings were discussed.

Effectiveness of Peer Tutoring Program on Students’ Academic Performance for Engineering Course

2021 ◽  
Vol 6 (1) ◽  
pp. 71
Author(s):  
Fei Ha Chiew ◽  
Clotilda Petrus ◽  
Siti Zaidah Othman ◽  
Joe Davylyn Nyuin ◽  
Ung Hua Lau
Keyword(s):  
Peer Tutoring ◽  
Intervention Program ◽  
Solid Mechanics ◽  
Practical Significance ◽  
Control Group ◽  
Tutoring Program ◽  
Significant Difference ◽  
Group A ◽  
And Control ◽  
Experimental Group

This study investigated the effectiveness of a peer tutoring program that was implemented for Basic Solid Mechanics course, as an intervention program to improve students’ performance in the course. Ten tutors were chosen to provide tutoring services to an experimental group of 36 tutees. Tutees were required to answer an entry test before the intervention program, and another exit test after the program. A control group which shared the same instructor in their lecture classes was included in the study. Comparison between the performances for entry and exit tests of both experimental and control groups were made. Analyses showed an increase in the percentage of students that passed the exit test from the experimental group. The average marks for the experimental group in the exit test also increased, compared to their marks in the entry test. A Mann- Whitney U test conducted indicated a significant difference between the gain scores of the experimental group and control group. A further metaanalysis revealed a large effect size, signaling the practical significance of the results. The findings demonstrated the effectiveness of the peer tutoring intervention program on students’ performance of the course.

scholarly journals THE CLASSWIDE PEER TUTORING PROGRAM: IMPLEMENTATION FACTORS MODERATING STUDENTS' ACHIEVEMENT

1992 ◽  
Vol 25 (1) ◽  
pp. 101-116 ◽  
Author(s):  
Charles R. Greenwood ◽  
Barbara Terry ◽  
Carmen Arreaga-Mayer ◽  
Rebecca Finney
Keyword(s):  
Peer Tutoring ◽  
Program Implementation ◽  
Classwide Peer Tutoring ◽  
Tutoring Program ◽  
Implementation Factors

Using Technology-Based Teacher Support Tools to Scale up the ClassWide Peer Tutoring Program

2006 ◽  
Vol 22 (1) ◽  
pp. 47-64 ◽  
Author(s):  
Mary Abbott ◽  
Charles R. Greenwood ◽  
Jay Buzhardt ◽  
Yolanda Tapia
Keyword(s):  
Peer Tutoring ◽  
Teacher Support ◽  
Scale Up ◽  
Classwide Peer Tutoring ◽  
Tutoring Program ◽  
Support Tools

A Comparison of Four Adolescent Language Tests

1987 ◽  
Vol 18 (3) ◽  
pp. 250-266 ◽  
Author(s):  
R. Jane Lieberman ◽  
Ann Marie C. Heffron ◽  
Stephanie J. West ◽  
Edward C. Hutchinson ◽  
Thomas W. Swem
Keyword(s):  
Test Performance ◽  
Sixth Grade ◽  
Significant Discrepancy ◽  
Language Impaired ◽  
Language Functions ◽  
Language Tests ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Overall Performance ◽  
Selection Of

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.

scholarly journals The Effect of Smart Boards on the Cognition and Motivation of Students

2017 ◽  
Vol 7 (1) ◽  
pp. 60 ◽  
Author(s):  
Nitza Davidovitch ◽  
Roman Yavich
Keyword(s):  
Sixth Grade ◽  
Research Literature ◽  
General Level ◽  
Significant Finding ◽  
Level Of Satisfaction ◽  
Significant Difference ◽  
Technological Developments ◽  
Research Findings ◽  
Measure Change ◽  
Smart Boards

In recent years the research literature has explored technological developments in varied areas that measure change. The current study focuses on the smart board, and its purpose is to examine its effect on the school system. The study was conducted via a questionnaire completed by 130 respondents (boys and girls) in the fifth and sixth grades of two elementary schools in Jerusalem—Efrata and Tali Gilo. Smart boards were introduced in these two schools in recent years.We hypothesized that smart boards improve teaching, based on the teaching measures developed by Nira Hativa of Tel Aviv University: order and organization, level of clarity, interest, and general level of satisfaction. The study’s significant finding is that the greatest improvement since the introduction of smart boards is in the variable of clarity, and a significant difference was found in the favor of sixth grade students. Additionally, a significant difference was found in the variable of interest, in favor of the girls. All four variables appear to be interrelated, and each contributes to the student’s success and to improving the student’s learning process.The research findings illuminate the contribution of technology to teaching, through a case study of smart boards, in the dimension of clarity, found by the study to be a significant criterion of good teaching. Examination of the various technological tools in light of their contribution to the research-proven dimensions of outstanding teaching might enhance the pedagogical contribution of technological developments to teaching.

Achievement, Placement, and Services: Middle School Benefits of Classwide Peer Tutoring used at the Elementary School

1993 ◽  
Vol 22 (3) ◽  
pp. 497-516 ◽  
Author(s):  
Charles R. Greenwood ◽  
Barbara Terry ◽  
Cheryl A. Utley ◽  
Debra Montagna ◽  
Dale Walker
Keyword(s):  
Middle School ◽  
Elementary School ◽  
Peer Tutoring ◽  
Classwide Peer Tutoring

Facilitating Mainstreaming of Students with Behavioral Disorders Using Classwide Peer Tutoring

1990 ◽  
Vol 19 (4) ◽  
pp. 564-573 ◽  
Author(s):  
Kenneth Bell ◽  
K. Richard Young ◽  
Martin Blair ◽  
Ron Nelson
Keyword(s):  
Behavioral Disorders ◽  
Peer Tutoring ◽  
Classwide Peer Tutoring
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