| Type of Document |
Master's Thesis |
| Author |
Menesses, Keri F.
|
| Author's Email Address |
kfishe3@lsu.edu |
| URN |
etd-11052008-203747 |
| Title |
Determining the Relative Efficacy of Reciprocal and Non-reciprocal Peer Tutoring for Students Identified as At-Risk for Academic Failure |
| Degree |
Master of Arts (M.A.) |
| Department |
Psychology |
| Advisory Committee |
| Advisor Name |
Title |
| Frank Gresham |
Committee Chair |
| George Noell |
Committee Member |
| Jeffrey Tiger |
Committee Member |
|
| Keywords |
- elementary school students
- direct behavior rating
- curriculum based measurement
- peer tutoring
- remedial math intervention
- reciprocal peer tutoring
|
| Date of Defense |
2008-09-30 |
| Availability |
unrestricted |
Abstract
The current study directly compared the academic and social gains of reciprocal peer tutoring, non-reciprocal peer tutoring, and traditional classroom instruction with elementary students. Participants included 59 students who performed below-average on class-wide screenings using curriculum-based measurement math probes. Students involved in peer tutoring were trained to tutor basic math facts using a constant time delay procedure. Both types of peer tutoring produced significantly larger academic gains than traditional classroom instruction; the two types of tutoring produced comparable academic and social results, although reciprocal tutoring resulted in marginally larger academic gains. Reciprocal peer tutoring is recommended based on the fact it remediates twice the number of students simultaneously as compared to non-reciprocal tutoring.
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Size |
Approximate Download Time
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56K Modem |
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Menesses_Thesis.pdf |
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