Peer-assisted learning interventions with elementary school students: A meta-analytic review.

• Cynthia A. Rohrbeck ; Marika D. Ginsburg-Block ; John W. Fantuzzo ; Traci R. Miller ^[1]
  1. [1] University of Dayton

     University of Dayton

     City of Dayton, Estados Unidos

     
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 2, 2003, págs. 240-257
• Idioma: inglés
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• Resumen

  • A meta-analytic review of group comparison design studies evaluating peer-assisted learning (PAL) interventions with elementary school students produced positive effect sizes (ESs) indicating increases in achievement (unweighted mean ES = 0.59, SD = 0.90; weighted ES, d = 0.33, p < .0001, 95% confidence interval = 0.29-0.37). PAL interventions were most effective with younger, urban, low-income, and minority students. Interventions that used interdependent reward contingencies, ipsative evaluation procedures, and provided students with more autonomy had higher ESs. Adequate descriptive information was missing in many studies. Researchers are encouraged to develop PAL interventions in collaboration with practitioners to maximize those interventions' use and effectiveness and to include more detailed information about students, schools, and intervention components in their reports. (PsycINFO Database Record (c) 2016 APA, all rights reserved)