About this paper

Appears in:
Pages: 5197-5200
Publication year: 2018
ISBN: 978-84-09-05948-5
ISSN: 2340-1095
doi: 10.21125/iceri.2018.2195

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 SOCIAL AND EMOTIONAL VARIABLES IN A SECONDARY EDUCATION CLASSROOM

F. Alegre1, L. Moliner2

1Universidad de Valladolid (SPAIN)
2Universitat Jaume I (SPAIN)
Peer tutoring can be defined as a process that enables the acquisition of knowledge and skill through active help and support among status equals or matched companions. During this process all of the participants, that is, tutees and tutors, benefit from the transaction (Topping, 2015). This paper describes a research on peer tutoring carried out at a public high-school in Villarreal (Spain) during the Mathematics class. Proportionality contents were worked during the peer tutoring sessions in two 7th grade classes (percentages, rule of three, compound rule of three...). This experience lasted 4 weeks and 4 Mathematics sessions were held during each week. The impact of this methodology on social and emotional variables was examined. To this purpose, a mixed design approach was taken. For the quantitative part, a postest only with control design was taken. For the qualitative part, participant observation techniques were used. There were 20 students in the experimental group and 25 in the control group. The two variables analyzed during these experience were solidarity attitude and self-concept. Students in both groups were given the solidarity attitude questionnaire designed by Ortega and Minguez et al. (1992) and the self-concept questionnaire designed by Gil et al. (2006). Selection of these questionnaires was based on the fact that both had been previously validated and used in several research articles before (Alegre & Moliner, 2017). Although students in the experimental group outscored control group students in both variables, no statistical significant differences were found in both cases (Student's t-test = 0.42, p=0.68 for solidarity attitude and Student's t-test = 0.61, p=0.54 for self-concept). The qualitative results were very positive as some of the peer tutoring principles (cooperation, dialogue...) were boosted with this methodology. In fact, the effects of the peer tutoring program lasted several weeks after the experience. Students in the experimental group showed improvements on helping attitude, academic interactions with their peers and class climate
@InProceedings{ALEGRE2018PEE2,
author = {Alegre, F. and Moliner, L.},
title = {PEER TUTORING IN MATHEMATICS. IMPACT ON SOCIAL AND EMOTIONAL VARIABLES IN A SECONDARY EDUCATION CLASSROOM},
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.2018.2195},
url = {http://dx.doi.org/10.21125/iceri.2018.2195},
publisher = {IATED},
location = {Seville, Spain},
month = {12-14 November, 2018},
year = {2018},
pages = {5197-5200}}
TY - CONF
AU - F. Alegre AU - L. Moliner
TI - PEER TUTORING IN MATHEMATICS. IMPACT ON SOCIAL AND EMOTIONAL VARIABLES IN A SECONDARY EDUCATION CLASSROOM
SN - 978-84-09-05948-5/2340-1095
DO - 10.21125/iceri.2018.2195
PY - 2018
Y1 - 12-14 November, 2018
CI - Seville, Spain
JO - 11th annual International Conference of Education, Research and Innovation
JA - ICERI2018 Proceedings
SP - 5197
EP - 5200
ER -
F. Alegre, L. Moliner (2018) PEER TUTORING IN MATHEMATICS. IMPACT ON SOCIAL AND EMOTIONAL VARIABLES IN A SECONDARY EDUCATION CLASSROOM, ICERI2018 Proceedings, pp. 5197-5200.
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