Department of Education, Jaume I University, Castellon, Spain.
Department of Education, Valladolid University, Valladolid, Spain.
PLoS One. 2020 Apr 10;15(4):e0231410. doi: 10.1371/journal.pone.0231410. eCollection 2020.
The effects of peer tutoring on students' mathematics self-concepts were examined. The Marsh questionnaire was used to measure students' mathematics self-concepts before and after implementation of a peer tutoring program. A pretest posttest control group design was employed. Study participants included 376 students from grades 7 to 9 (12 to 15 years old). No statistically significant differences were reported between the pretest and the posttest for any of the control groups. Statistically significant improvements were reported for all grades for the experimental groups. An average increment of 13.4% was reported for students in the experimental group, and the overall effect size was reported to be medium (Hedges' g = 0.48). No statistically significant differences were reported across grades for the experimental group. The main conclusion of this study is that same-age and reciprocal peer tutoring may be very beneficial for middle school students' mathematics self-concepts. Several recommendations for field practitioners emanated from the study: use same-age and reciprocal tutoring over cross-age and fixed peer tutoring; schedule tutoring programs for four weeks or less with two to four sessions of 25 minutes or less per week for each tutoring session; and, include a control group in research studies.
同伴辅导对学生数学自我概念的影响。采用 Marsh 问卷在同伴辅导计划实施前后测量学生的数学自我概念。采用前测后测控制组设计。研究参与者包括 7 至 9 年级（12 至 15 岁）的 376 名学生。任何对照组在前测和后测之间均未报告统计学上的显著差异。实验组所有年级均报告统计学上显著提高。实验组学生的平均增量为 13.4%，整体效应大小报告为中等（Hedges' g = 0.48）。实验组各年级之间未报告统计学上的显著差异。本研究的主要结论是，同龄和互惠同伴辅导可能对中学生的数学自我概念非常有益。该研究提出了一些针对现场从业者的建议：使用同龄和互惠辅导代替跨龄和固定同伴辅导；将辅导计划安排为四周或更短，每周两到四次，每次辅导 25 分钟或更短；并在研究中包括对照组。
