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Journal articles on the topic 'Reciprocal Peer Tutoring'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Shahzad, Abid, Rafaquat Ali, and Muqaddas Butt. "Reciprocal Peer Tutoring and Innovation of Initial Teacher Education in Pakistan: Looking Through an Experimental Lens." Global Social Sciences Review IV, no. I (2019): 240–47. http://dx.doi.org/10.31703/gssr.2019(iv-i).32.

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The current quasi-experimental pre-test post-test study involved master level students enrolled in a teacher education program. The Learning performance test was administered together with survey instruments on intrinsic motivation, metacognitive awareness, and self-efficacy beliefs. Analysis of covariance of results points at a positive significant differential effect of reciprocal peer tutoring on student teachers’ learning performance. However, no interaction effect was observed in mediating variables. Post-reciprocal peer tutoring interviews were organized to analyze students and teachers’

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2

Wong, Jan, and Agnès Fauverge. "LEVERAGE: Reciprocal peer tutoring over broadband networks." ReCALL 11, no. 1 (1999): 133–42. http://dx.doi.org/10.1017/s0958344000002172.

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This paper reports on the experimental use of a broadband computer network hypermedia environment for language learning (French, English and Spanish). Using Web-based resources, students engage in a collaborative task over a network which offers high quality video-conferencing, application sharing and access to authentic multimedia resources. One of the main aims was to establish the practicalities of providing learners of languages with opportunities to engage in reciprocal peer tutoring. After outlining the pedagogical assumptions, and describing the set-up of the network-based learning envi

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Reid, C. T., K. J. Topping, and J. McCrae. "Reciprocal peer tutoring in undergraduate law studies." Mentoring & Tutoring: Partnership in Learning 4, no. 3 (1997): 3–10. http://dx.doi.org/10.1080/0968465970040301.

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Topping, Keith, Shirley Hill, Andy McKaig, Chris Rogers, Nina Rushi, and David Young. "Paired Reciprocal Peer Tutoring in Undergraduate Economics." Innovations in Education and Training International 34, no. 2 (1997): 96–113. http://dx.doi.org/10.1080/1355800970340205.

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5

Dioso-Henson, Luzale. "The Effect of Reciprocal Peer Tutoring and Non-Reciprocal Peer Tutoring on the Performance of Students in College Physics." Research in Education 87, no. 1 (2012): 34–49. http://dx.doi.org/10.7227/rie.87.1.3.

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Iserbyt, Peter, Jan Elen, and Daniël Behets. "Instructional Guidance in Reciprocal Peer Tutoring with Task Cards." Journal of Teaching in Physical Education 29, no. 1 (2010): 38–53. http://dx.doi.org/10.1123/jtpe.29.1.38.

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This article addresses the issue of instructional guidance in reciprocal peer tutoring with task cards as learning tools. Eighty-six Kinesiology students (age 17–19 years) were randomized across four reciprocal peer tutoring settings, differing in quality and quantity of guidance, to learn Basic Life Support (BLS) with task cards. The separate and combined effect of two instructional guidance variables, role switching and role definition, was investigated on learning outcomes. In all settings student pairs were given 20 min to learn BLS. Individual student performance was measured before (base

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7

Fantuzzo, John W., Linda A. Dimeff, and Shari L. Fox. "Reciprocal Peer Tutoring: A Multimodal Assessment of Effectiveness with College Students." Teaching of Psychology 16, no. 3 (1989): 133–35. http://dx.doi.org/10.1207/s15328023top1603_8.

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This study assessed the effect of reciprocal peer tutoring on the academic performance of college students, and measured the impact of this procedure on levels of student distress and course satisfaction. Forty-nine students were randomly assigned to one of three experimental conditions: reciprocal peer tutoring (RPT), questions only (QO), and placebo control (PC). There were no significant group differences in demographic variables or pretest scores. Results indicated that the RPT condition resulted in greater improvement in exam scores, reduction in distress, and greater student satisfaction

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8

Leung, Kim Chau. "An updated meta-analysis on the effect of peer tutoring on tutors’ achievement." School Psychology International 40, no. 2 (2018): 200–214. http://dx.doi.org/10.1177/0143034318808832.

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Meta-analyses on the effect of peer tutoring have rarely examined the effect of peer tutoring on tutors’ academic gain. Some previous analyses are dated and have methodological or theoretical limitations. Hence, there is a compelling need to fill this gap by conducting an updated and comprehensive meta-analysis for identifying certain determinants of best practices for peer tutoring on tutors’ academic achievement in the present study. Additionally, role theory and equity theory in peer tutoring were tested. The present meta-analytic study examined 16 articles using The comprehensive meta-anal

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9

Ahn, Jeong Su, and Jong Gug Yun. "An Analysis on Matematical Reasoning through Reciprocal peer tutoring." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 21 (2020): 387–410. http://dx.doi.org/10.22251/jlcci.2020.20.21.387.

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10

Miravet, Lidón Moliner, Auxiliadora Sales Ciges, and Odet Moliner García. "An Experience of Reciprocal Peer Tutoring at the University." Procedia - Social and Behavioral Sciences 116 (February 2014): 2809–12. http://dx.doi.org/10.1016/j.sbspro.2014.01.661.

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11

Cheng, Yi-Chia, and Heng-Yu Ku. "An investigation of the effects of reciprocal peer tutoring." Computers in Human Behavior 25, no. 1 (2009): 40–49. http://dx.doi.org/10.1016/j.chb.2008.06.001.

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12

Ripoll Salceda, Juan Cruz, Celia Bravo Iriso, Mikel Irurzun Peruchena, Encarna Pérez Pérez, and Ana Begoña Zuazu Martínez. "Mejora de la lectura en 2º de Primaria mediante un programa de tutoría entre iguales." Investigaciones Sobre Lectura, no. 5 (January 31, 2016): 70–77. http://dx.doi.org/10.37132/isl.v0i5.111.

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Peer tutoring has proven to be an effective method for teaching reading. In this experiment 106 2nd grade students received nine sessions of the LEO-PAR-D peer tutoring program. Participants performed reciprocal tutoring, supervising partner reading, asking questions and giving points for reading or responding correctly. In addition, they made predictions and answared to questions about the texts. The reading level was assessed before and after intervention with the tests ACL-2, TECLE and PEES. In all three cases there was a significant improvement. The effect size was small for reading compre

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Ripoll Salceda, Juan Cruz, Celia Bravo Iriso, Mikel Irurzun Peruchena, Encarna Pérez Pérez, and Ana Begoña Zuazu Martínez. "Mejora de la lectura en 2º de Primaria mediante un programa de tutoría entre iguales." Investigaciones Sobre Lectura, no. 5 (January 31, 2016): 70–77. http://dx.doi.org/10.24310/revistaisl.vi5.11094.

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Peer tutoring has proven to be an effective method for teaching reading. In this experiment 106 2nd grade students received nine sessions of the LEO-PAR-D peer tutoring program. Participants performed reciprocal tutoring, supervising partner reading, asking questions and giving points for reading or responding correctly. In addition, they made predictions and answared to questions about the texts. The reading level was assessed before and after intervention with the tests ACL-2, TECLE and PEES. In all three cases there was a significant improvement. The effect size was small for reading compre

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14

Gillies, Robyn. "Tutoring learning disabled children using cognitive strategy training techniques." Queensland Journal of Guidance and Counselling 3 (November 1989): 15–28. http://dx.doi.org/10.1017/s1030316200000145.

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The purpose of the present study was to evaluate the effect of a peer tutoring program that was implemented to improve the reading skills of a group of learning disabled children. The study used peer tutoring strategies in conjunction with cognitive strategy training techniques to change the reading behaviours of both the tutors and tutees. Emphasis was attached to ensuring that reciprocal benefits would be derived by both the tutors and tutees by sharing a task on which there was room for both to gain in skill. The results indicated that learning disabled children can be tutored by peers who

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15

Fantuzzo, John W., Kenneth Polite, and Natalie Grayson. "An evaluation of reciprocal peer tutoring across elementary school settings." Journal of School Psychology 28, no. 4 (1990): 309–23. http://dx.doi.org/10.1016/0022-4405(90)90021-x.

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16

Topping, K. J., R. Dehkinet, S. Blanch, M. Corcelles, and D. Duran. "Paradoxical effects of feedback in international online reciprocal peer tutoring." Computers & Education 61 (February 2013): 225–31. http://dx.doi.org/10.1016/j.compedu.2012.10.002.

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17

WALKER, ERIN, NIKOL RUMMEL, and KENNETH R. KOEDINGER. "INTEGRATING COLLABORATION AND INTELLIGENT TUTORING DATA IN THE EVALUATION OF A RECIPROCAL PEER TUTORING ENVIRONMENT." Research and Practice in Technology Enhanced Learning 04, no. 03 (2009): 221–51. http://dx.doi.org/10.1142/s179320680900074x.

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18

De Backer, Liesje, Hilde Van Keer, and Martin Valcke. "Promoting university students’ metacognitive regulation through peer learning: the potential of reciprocal peer tutoring." Higher Education 70, no. 3 (2014): 469–86. http://dx.doi.org/10.1007/s10734-014-9849-3.

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19

Jung, Sukhee. "A Study on Learners’Experiences in Reciprocal Peer Tutoring-Based Study Groups." Korea Association of Yeolin Education 24, no. 2 (2016): 25–53. http://dx.doi.org/10.18230/tjye.2016.24.2.25.

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20

Ensergueix, Pierre, and Lucile Lafont. "Impact of Trained versus Spontaneous Reciprocal Peer Tutoring on Adolescent Students." Journal of Applied Sport Psychology 23, no. 4 (2011): 381–97. http://dx.doi.org/10.1080/10413200.2011.589097.

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21

Oddo, Maria, David W. Barnett, Renee O. Hawkins, and Shobana Musti-Rao. "Reciprocal peer tutoring and repeated reading: Increasing practicality using student groups." Psychology in the Schools 47, no. 8 (2010): 842–58. http://dx.doi.org/10.1002/pits.20508.

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22

Sáenz, Laura M., Lynn S. Fuchs, and Douglas Fuchs. "Peer-Assisted Learning Strategies for English Language Learners with Learning Disabilities." Exceptional Children 71, no. 3 (2005): 231–47. http://dx.doi.org/10.1177/001440290507100302.

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This study assessed the effects of Peer-Assisted Learning Strategies (PALS), a reciprocal classwide peer-tutoring strategy, on the reading performance of native Spanish-speaking students with learning disabilities (LD) and their low-, average-, and high-achieving classroom peers. Participants were 132 native Spanish-speaking English language learners (ELL) in Grades 3 through 6, along with their 12 reading teachers. Teachers were assigned randomly to PALS and contrast groups. PALS sessions were conducted 3 times a week for 15 weeks. Students were tested before and after treatment. PALS student

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Duran, David, and Carles Monereo. "Styles and sequences of cooperative interaction in fixed and reciprocal peer tutoring." Learning and Instruction 15, no. 3 (2005): 179–99. http://dx.doi.org/10.1016/j.learninstruc.2005.04.002.

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De Backer, Liesje, Hilde Van Keer, and Martin Valcke. "Eliciting Reciprocal Peer-Tutoring Groups’ Metacognitive Regulation Through Structuring and Problematizing Scaffolds." Journal of Experimental Education 84, no. 4 (2016): 804–28. http://dx.doi.org/10.1080/00220973.2015.1134419.

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25

Heller, Lauren Rio, and John W. Fantuzzo. "Reciprocal Peer Tutoring and Parent Partnership: Does Parent Involvement Make a Difference?" School Psychology Review 22, no. 3 (1993): 517–34. http://dx.doi.org/10.1080/02796015.1993.12085670.

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26

Svellingen, Alette, Anneline Røssland, and Kari Røykenes. "Students as Facilitators: Experiences of Reciprocal Peer Tutoring in Simulation-Based Learning." Clinical Simulation in Nursing 54 (May 2021): 10–16. http://dx.doi.org/10.1016/j.ecns.2021.01.008.

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27

Al-Hebaishi, Safaa Mohammad. "The Effect of Peer Instruction Method on Pre-Service Teachers’ Conceptual Comprehension of Methodology Course." Journal of Education and Learning 6, no. 3 (2017): 70. http://dx.doi.org/10.5539/jel.v6n3p70.

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Peer teaching has become a productive learning strategy at all education levels. Peer Instruction Method is carried out in a range of forms and contexts like co-tutoring, reciprocal tutoring and discussion groups without teachers. To examine the effectiveness of using the peer instruction method to enhance the conceptual comprehension of pre-service teachers’ attending a methodology course. The participants included 78 female post-graduate English teachers, who were seeking to obtain their teaching qualifications and were enrolled in a teaching methodology course during the first semester of t

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Bailey, E. G., D. Baek, J. Meiling, et al. "Learning Gains from a Recurring “Teach and Question” Homework Assignment in a General Biology Course: Using Reciprocal Peer Tutoring Outside Class." CBE—Life Sciences Education 17, no. 2 (2018): ar23. http://dx.doi.org/10.1187/cbe.17-12-0259.

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Providing students with one-on-one interaction with instructors is a big challenge in large courses. One solution is to have students interact with their peers during class. Reciprocal peer tutoring (RPT) is a more involved interaction that requires peers to alternate the roles of “teacher” and “student.” Theoretically, advantages for peer tutoring include the verbalization and questioning of information and the scaffolded exploration of material through social and cognitive interaction. Studies on RPT vary in their execution, but most require elaborate planning and take up valuable class time

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Choi, Kyehyen, and Woo Hyung Whang. "Effects of reflective journal writing to mathematics self-efficacy in reciprocal peer tutoring." Mathematical Education 53, no. 1 (2014): 1–24. http://dx.doi.org/10.7468/mathedu.2014.53.1.1.

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De Backer, Liesje, Hilde Van Keer, Beatrijs Moerkerke, and Martin Valcke. "Examining evolutions in the adoption of metacognitive regulation in reciprocal peer tutoring groups." Metacognition and Learning 11, no. 2 (2015): 187–213. http://dx.doi.org/10.1007/s11409-015-9141-7.

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31

Zulkifli, Nurul Nadwa, Noor Dayana Abd Halim, Noraffandy Yahaya, and Henny Van Der Meijden. "Patterns of Critical Thinking Processing in Online Reciprocal Peer Tutoring Through Facebook Discussion." IEEE Access 8 (2020): 24269–83. http://dx.doi.org/10.1109/access.2020.2968960.

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32

Wood, Charles L., April L. Mustian, and Ya-yu Lo. "Effects of Supplemental Computer-Assisted Reciprocal Peer Tutoring on Kindergarteners' Phoneme Segmentation Fluency." Education and Treatment of Children 36, no. 1 (2013): 33–48. http://dx.doi.org/10.1353/etc.2013.0004.

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33

Fantuzzo, John W., Judith A. King, and Lauren R. Heller. "Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis." Journal of Educational Psychology 84, no. 3 (1992): 331–39. http://dx.doi.org/10.1037/0022-0663.84.3.331.

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Gazula, Swapnali, Lisa McKenna, Simon Cooper, and Penny Paliadelis. "A Systematic Review of Reciprocal Peer Tutoring within Tertiary Health Profession Educational Programs." Health Professions Education 3, no. 2 (2017): 64–78. http://dx.doi.org/10.1016/j.hpe.2016.12.001.

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35

Rahayu, Sri Harmaida, Ibnu Hajar, and Hidayat Hidayat. "The Effect of Reciprocal Learning Model Assisted by IT Media and Social Skills Towards Student Learning Outcomes." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 3 (2019): 86–97. http://dx.doi.org/10.33258/birle.v2i3.359.

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The aims of this study are: 1) differences in students learning outcomes of Social Sciences Subject taught with Reciprocal learning model assisted by IT media with students learning outcomes of Social Sciences Subject taught with Reciprocal learning model without IT media, 2) Differences in students learning outcomes of Social Sciences Subject who have personal social skills with students learning outcomes of Social Sciences Subject who have peer tutoring social skills, and 3) Interactions between Reciprocal learning model are assisted by IT media and Reciprocal learning model without using IT

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Ensergueix, Pierre, and Lucile Lafont. "Reciprocal peer tutoring: tutor-students' training and cognitive and motor consequences in table tennis." Staps 86, no. 4 (2009): 7. http://dx.doi.org/10.3917/sta.086.0007.

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37

Lueg, Rainer, Klarissa Lueg, and Ole Lauridsen. "Aligning seminars with Bologna requirements: reciprocal peer tutoring, the solo taxonomy and deep learning." Studies in Higher Education 41, no. 9 (2015): 1674–91. http://dx.doi.org/10.1080/03075079.2014.1002832.

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38

Fantuzzo, John W., Ronald E. Riggio, Sharon Connelly, and Linda A. Dimeff. "Effects of reciprocal peer tutoring on academic achievement and psychological adjustment: A component analysis." Journal of Educational Psychology 81, no. 2 (1989): 173–77. http://dx.doi.org/10.1037/0022-0663.81.2.173.

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39

Thurston, Allen, David Duran, Erika Cunningham, Silvia Blanch, and Keith Topping. "International on-line reciprocal peer tutoring to promote modern language development in primary schools." Computers & Education 53, no. 2 (2009): 462–72. http://dx.doi.org/10.1016/j.compedu.2009.03.005.

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Marston, Douglas, Stanley L. Deno, Dongil Kim, Kirk Diment, and David Rogers. "Comparison of Reading Intervention Approaches for Students with Mild Disabilities." Exceptional Children 62, no. 1 (1995): 20–37. http://dx.doi.org/10.1177/001440299506200103.

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This study reports afield test of six research-based teaching strategies with 37 special education resource teachers and 176 students with mild disabilities. The approaches included peer tutoring, reciprocal teaching, effective teaching principles, computer-aided instruction, and two direct instruction models, all used in reading instruction. Comparisons with a control group and between approaches produced inconsistent results. Students in all groups, including the controls, showed higher levels of engagement during all approaches than other researchers have reported for either mainstream or r

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41

Scott, Kristina. "Teaching the Hidden Curriculum of Group Work for Students with Autism Spectrum Disorder." Open Education Studies 1, no. 1 (2019): 122–37. http://dx.doi.org/10.1515/edu-2019-0008.

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AbstractAutism spectrum disorder (ASD) is associated with marked abnormal impairments in social interactions. This study used a multiple baseline design (A-B-A) to understand how four fifth grade students with ASD verbally interacted with five teacher-nominated peers during cooperative group work. The purpose of this study was to examine how students with ASD participated in the hidden curriculum of socialization that group work has associated with it. Video-recorded observations were transcribed and coded based on the nature of each conversational attempt: prompted reciprocal communication, u

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42

Nnamani, Amuche P., and Josephine U. Akabogu. "Enhancing Interest Among Senior Secondary Students in Expository Essay Writing in South East Nigeria: The Reciprocal Peer Tutoring Approach." Global Journal of Health Science 12, no. 5 (2020): 38. http://dx.doi.org/10.5539/gjhs.v12n5p38.

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The study focused on investigating the impact reciprocal peer tutoring teaching approach has in promoting interest among senior secondary school students in writing expository essay in Igbo &ndash;Etiti Local Government Area, South-East, Nigeria. The effect of gender in promoting interest in expository essay writing among senior secondary school students was also investigated. Two research questions and three null hypotheses guided the study. The study adopted a quasi- experimental design. 75 (32 males and 43 females) in two intact classes consisted of the sample for the study. Expository

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43

Tirado-Cordero, Iván, Kathleen M. Hargiss, and Caroline Howard. "Exploring Self-Efficacy Beliefs as Entry Behaviors for Participation in an Online Peer Tutoring Learning Environment." International Journal of Strategic Information Technology and Applications 5, no. 1 (2014): 54–82. http://dx.doi.org/10.4018/ijsita.2014010105.

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Social cognitive theory is founded on the belief that learning is shared socially. Triadic reciprocal determinism explains the interrelationship and interaction between environmental cues, behavior, and biological determinants to shape and alter the perception of the self and how individuals assume agentic perspectives in social interactions to approach challenges and pursue goals. Knowing how learners perceived their likelihood to achieve success also provides for a better understanding of the constraints and opportunities of a proposed learning solution. The purpose of this study was to expl

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Choi, Wonyoung, and Haekyung Kim. "The effects on academic achievement and satisfaction of the reciprocal peer tutoring in university calculus." Mathematical Education 53, no. 2 (2014): 263–74. http://dx.doi.org/10.7468/mathedu.2014.53.2.263.

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45

Shanahan, Kay, Keith Topping, and Judy Bamford. "Cross-School Reciprocal Peer Tutoring of Mathematics and Makaton with Children with Severe Learning Difficulty." British Journal of Learning Disabilities 22, no. 3 (1994): 109–12. http://dx.doi.org/10.1111/j.1468-3156.1994.tb00129.x.

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46

Menesses, Keri F., and Frank M. Gresham. "Relative efficacy of reciprocal and nonreciprocal peer tutoring for students at-risk for academic failure." School Psychology Quarterly 24, no. 4 (2009): 266–75. http://dx.doi.org/10.1037/a0018174.

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47

Saville, Bryan K., Tracy E. Zinn, and Marcus P. Elliott. "Interteaching versus Traditional Methods of Instruction: A Preliminary Analysis." Teaching of Psychology 32, no. 3 (2005): 161–63. http://dx.doi.org/10.1207/s15328023top3203_6.

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Interteaching is a new pedagogical method based on behavior-analytic principles; it includes elements of Keller's (1968) Personalized System of Instruction, reciprocal peer tutoring, and cooperative learning. We examined the effectiveness of interteaching relative to more traditional methods of instruction in a controlled laboratory setting. We randomly assigned participants to 1 of 4 conditions: interteaching, lecture, reading, or control. Participants in the interteaching group performed significantly better on a short multiple-choice quiz than participants in the other groups. Our results s

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48

Foutsitzis, Christos G., and Stavros Demetriadis. "Scripted Collaboration to Leverage the Impact of Algorithm Visualization Tools in Online Learning." International Journal of e-Collaboration 9, no. 1 (2013): 42–56. http://dx.doi.org/10.4018/jec.2013010104.

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This work presents research evidence on the impact of a collaboration script to leverage the use of an Algorithm Visualization (AV) system as a tool for experimentation and reflection in the context of online collaboration. The objective of the authors’ effort is to improve the learning conditions when AV systems are used as online learning tools, avoiding situations where unguided collaboration may result in suboptimal peer interaction. Results from two studies are reported, where university students collaborated online following the steps of a reciprocal peer tutoring script and using two di

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49

Oludipe, Bimbola D. "Impact of Reciprocal Peer-Tutoring on Secondary School Students’ Achievement in Large Physics Classes in Nigeria." Ubiquitous Learning: An International Journal 1, no. 2 (2009): 13–18. http://dx.doi.org/10.18848/1835-9795/cgp/v01i02/40346.

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50

De Backer, Liesje, Hilde Van Keer, and Martin Valcke. "Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates." Learning and Instruction 38 (August 2015): 63–78. http://dx.doi.org/10.1016/j.learninstruc.2015.04.001.

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