Learning Statistics and Probability through Peer Tutoring: A Middle School Experience

Autor/inn/en	Alegre, Francisco; Moliner, Lidon; Lorenzo-Valentin, Gil; Maroto, Ana
Titel	Learning Statistics and Probability through Peer Tutoring: A Middle School Experience
Quelle	In: South African Journal of Education, 41 (2021), Artikel 1861 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alegre, Francisco) ORCID (Moliner, Lidon) ORCID (Lorenzo-Valentin, Gil) ORCID (Maroto, Ana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Peer Teaching; Middle School Students; Grade 7; Grade 8; Grade 9; Program Effectiveness; Age Differences; Instructional Program Divisions; Academic Achievement; Statistics; Probability; Mathematics Instruction; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Age; Difference; Age difference; Altersunterschied; Schulleistung; Statistik; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Mathematics lessons; Mathematikunterricht; Ausland; Spanien
Abstract	The academic effects of learning statistics and probability through peer tutoring were analysed in the research reported on here. Two hundred and eight students enrolled in Grades 7, 8 and 9 participated. Fixed- and same-age peer tutoring was implemented 3 times per week for 6 weeks. Each tutoring session lasted approximately 25 minutes. The main aims of this research were to quantify the effect of peer tutoring and to determine any differences among grades. A pre-test-post-test design was employed. Students were assigned to control or experimental conditions. Effect sizes were calculated and non-parametric statistical tests were performed. No statistically significant differences were reported in the pre-test analysis. Statistically significant improvements were reported with the implementation of the programme for all grade courses, both individually and globally (Mann-Whitney "U" test = 5436.79, p < 0.01). The reported global effect size may be considered as medium to large (Hedges' "g" = 0.72). The comparison among courses did not report any significant differences. It can be concluded that using peer tutoring for learning statistics and probability could be academically beneficial for middle school students. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01