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 |
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