Increasing High School Students' Math Achievement and Self-Efficacy through Peer Tutoring
Saved in:
| Title: | Increasing High School Students' Math Achievement and Self-Efficacy through Peer Tutoring |
|---|---|
| Language: | English |
| Authors: | Elizabeth Pierce, Travis Lewis |
| Source: | Education Leadership Review of Doctoral Research. 2025 13:93-112. |
| Availability: | International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High School Students, Mathematics Achievement, Self Efficacy, Peer Relationship, Tutoring, Academic Achievement, Mathematics Instruction, Program Implementation, Program Effectiveness, High Schools, Rural Schools, Institutional Characteristics, Disadvantaged Youth, Intervention, Standardized Tests, Scores, Student Attitudes, Teacher Attitudes |
| Geographic Terms: | North Carolina |
| ISSN: | 2832-4250 |
| Abstract: | This study examined the effects of peer tutoring on high school students' mathematical self-efficacy and performance. Through an explanatory sequential mixed methods design rooted in improvement science, the researchers investigated how structured peer relationships shape confidence, performance, and attitudes toward mathematics. Data collection involved surveys, focus groups, interviews, and standardized test scores. Findings reveal that peer tutoring establishes a supportive learning environment benefiting both tutors and tutees, resulting in enhanced academic outcomes and strengthened self-efficacy in mathematics. The research demonstrates how peer-to-peer learning creates unique opportunities for knowledge transfer unlike traditional instruction. Tutors reinforced their own understanding through teaching, while tutees received personalized support from peers who shared similar learning challenges. Grounded in improvement science, the study provides actionable insights for practitioners seeking strategies to improve mathematics achievement and student confidence. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493772 |
| Database: | ERIC |
| Abstract: | This study examined the effects of peer tutoring on high school students' mathematical self-efficacy and performance. Through an explanatory sequential mixed methods design rooted in improvement science, the researchers investigated how structured peer relationships shape confidence, performance, and attitudes toward mathematics. Data collection involved surveys, focus groups, interviews, and standardized test scores. Findings reveal that peer tutoring establishes a supportive learning environment benefiting both tutors and tutees, resulting in enhanced academic outcomes and strengthened self-efficacy in mathematics. The research demonstrates how peer-to-peer learning creates unique opportunities for knowledge transfer unlike traditional instruction. Tutors reinforced their own understanding through teaching, while tutees received personalized support from peers who shared similar learning challenges. Grounded in improvement science, the study provides actionable insights for practitioners seeking strategies to improve mathematics achievement and student confidence. |
|---|---|
| ISSN: | 2832-4250 |
