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Direct and Collateral Effects of Peer Tutoring on Social and Behavioral Outcomes: A Meta-Analysis of Single-Case Research

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Title: Direct and Collateral Effects of Peer Tutoring on Social and Behavioral Outcomes: A Meta-Analysis of Single-Case Research
Language: English
Authors: Bowman-Perrott, Lisa, Burke, Mack D., Zhang, Nan, Zaini, Samar
Source: School Psychology Review. 2014 43(3):260-285.
Availability: National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://naspjournals.org/
Peer Reviewed: Y
Page Count: 26
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Information Analyses
Education Level: Elementary Education
Secondary Education
Descriptors: Peer Teaching, Tutoring, Research Design, Effect Size, Meta Analysis, Intervention, Learner Engagement, Preschool Children, Elementary School Students, Secondary School Students, Student Behavior, Behavior Problems, Social Influences, Tutors, Literature Reviews
ISSN: 0279-6015
Abstract: This meta-analysis examined the direct (primary) and collateral (secondary) effects of peer tutoring on social and behavioral outcomes for 128 participants in prekindergarten through grade 12 across 20 studies using SCR designs. The overall TauU weighted effect size across studies was 0.62 (95% CI [0.58, 0.66]), indicating that a small to moderate effect on behavioral and social outcomes can be attributed to peer tutoring. Moderator analyses indicated that cross-age tutoring, peer tutoring interventions that did not use reward contingencies, and interventions that measured direct effects yielded higher effect sizes. The direct effect of peer tutoring on behavioral and social outcomes was moderately large (ES 0.75), whereas the collateral effect was relatively small (ES 0.43). Furthermore, peer tutoring had a greater effect on improving social skills and social interactions (ES 0.69) and reducing disruptive and off-task behaviors (ES 0.60) than academic engagement (ES 0.38).
Abstractor: As Provided
Number of References: 98
Entry Date: 2017
Access URL: https://naspjournals.org/loi/spsr
Accession Number: EJ1142193
Database: ERIC
FullText Text:
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  Data: Direct and Collateral Effects of Peer Tutoring on Social and Behavioral Outcomes: A Meta-Analysis of Single-Case Research
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  Data: <searchLink fieldCode="AR" term="%22Bowman-Perrott%2C+Lisa%22">Bowman-Perrott, Lisa</searchLink><br /><searchLink fieldCode="AR" term="%22Burke%2C+Mack+D%2E%22">Burke, Mack D.</searchLink><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Nan%22">Zhang, Nan</searchLink><br /><searchLink fieldCode="AR" term="%22Zaini%2C+Samar%22">Zaini, Samar</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology+Review%22"><i>School Psychology Review</i></searchLink>. 2014 43(3):260-285.
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  Data: National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://naspjournals.org/
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  Data: Y
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  Data: 26
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  Data: 2014
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  Data: Journal Articles<br />Reports - Research<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Design%22">Research Design</searchLink><br /><searchLink fieldCode="DE" term="%22Effect+Size%22">Effect Size</searchLink><br /><searchLink fieldCode="DE" term="%22Meta+Analysis%22">Meta Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 0279-6015
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This meta-analysis examined the direct (primary) and collateral (secondary) effects of peer tutoring on social and behavioral outcomes for 128 participants in prekindergarten through grade 12 across 20 studies using SCR designs. The overall TauU weighted effect size across studies was 0.62 (95% CI [0.58, 0.66]), indicating that a small to moderate effect on behavioral and social outcomes can be attributed to peer tutoring. Moderator analyses indicated that cross-age tutoring, peer tutoring interventions that did not use reward contingencies, and interventions that measured direct effects yielded higher effect sizes. The direct effect of peer tutoring on behavioral and social outcomes was moderately large (ES 0.75), whereas the collateral effect was relatively small (ES 0.43). Furthermore, peer tutoring had a greater effect on improving social skills and social interactions (ES 0.69) and reducing disruptive and off-task behaviors (ES 0.60) than academic engagement (ES 0.38).
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 98
– Name: DateEntry
  Label: Entry Date
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  Data: 2017
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  Data: <link linkTarget="URL" linkTerm="https://naspjournals.org/loi/spsr" linkWindow="_blank">http://naspjournals.org/loi/spsr</link>
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  Label: Accession Number
  Group: ID
  Data: EJ1142193
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1142193
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 260
    Subjects:
      – SubjectFull: Peer Teaching
        Type: general
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Research Design
        Type: general
      – SubjectFull: Effect Size
        Type: general
      – SubjectFull: Meta Analysis
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Social Influences
        Type: general
      – SubjectFull: Tutors
        Type: general
      – SubjectFull: Literature Reviews
        Type: general
    Titles:
      – TitleFull: Direct and Collateral Effects of Peer Tutoring on Social and Behavioral Outcomes: A Meta-Analysis of Single-Case Research
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            NameFull: Burke, Mack D.
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            NameFull: Zhang, Nan
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            NameFull: Zaini, Samar
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