About this paper

Appears in:
Pages: 5187-5190
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.2192

Conference name: 11th annual International Conference of Education, Research and Innovation
Dates: 12-14 November, 2018
Location: Seville, Spain

PEER TUTORING IN MATHEMATICS. IMPACT ON ACADEMIC ACHIEVEMENT WITH PROPORTIONALITY CONTENTS IN 7TH GRADE

F. Alegre1, L. Moliner2

1Universidad de Valladolid (SPAIN)
2Universitat Jaume I (SPAIN)
Peer tutoring can be regarded as an active methodology in which students help themselves in pairs. This methodology was used during 4 weeks with 7th grade students of a public high-school in Villarreal (Spain). Peer tutoring was implemented during Mathematics class, that is, four classes per week for a total of 16 peer tutoring sessions. The contents studied during these sessions were related to proportionality (percentages, rule of three, compound rule of three...) In order to assess the effectiveness of this methodology, a mixed design approach was taken. Hence, a pretest-posttest control group design was used to examine the impact on the academic achievement of the students. There were 20 students in the experimental group and 25 in the control group. Besides, discussions groups and interviews were held in order to analyze students' satisfaction with this methodology. Although students in the experimental group outscored control group students, no statistical significant differences were found in the academic achievement variable (Student's t = 0.3, p=0.77). Nevertheless, peer tutoring was regarded as a very enjoyable and useful methodology by most of the students in the experimental group. Most of them answered positively when asked about the possibility of performing more active methodologies like this.
@InProceedings{ALEGRE2018PEE,
author = {Alegre, F. and Moliner, L.},
title = {PEER TUTORING IN MATHEMATICS. IMPACT ON ACADEMIC ACHIEVEMENT WITH PROPORTIONALITY CONTENTS IN 7TH GRADE},
series = {11th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2018 Proceedings},
isbn = {978-84-09-05948-5},
issn = {2340-1095},
doi = {10.21125/iceri.2018.2192},
url = {http://dx.doi.org/10.21125/iceri.2018.2192},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {5187-5190}}
TY - CONF
AU - F. Alegre AU - L. Moliner
TI - PEER TUTORING IN MATHEMATICS. IMPACT ON ACADEMIC ACHIEVEMENT WITH PROPORTIONALITY CONTENTS IN 7TH GRADE
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.2192
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 5187
EP - 5190
ER -
F. Alegre, L. Moliner (2018) PEER TUTORING IN MATHEMATICS. IMPACT ON ACADEMIC ACHIEVEMENT WITH PROPORTIONALITY CONTENTS IN 7TH GRADE, ICERI2018 Proceedings, pp. 5187-5190.
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