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Increasing High School Students' Math Achievement and Self-Efficacy through Peer Tutoring

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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
FullText Text:
  Availability: 0
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  Data: Increasing High School Students' Math Achievement and Self-Efficacy through Peer Tutoring
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  Data: <searchLink fieldCode="SO" term="%22Education+Leadership+Review+of+Doctoral+Research%22"><i>Education Leadership Review of Doctoral Research</i></searchLink>. 2025 13:93-112.
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  Data: International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: 2832-4250
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  Data: 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.
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  Data: 2026
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 93
    Subjects:
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
      – SubjectFull: Disadvantaged Youth
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      – SubjectFull: Intervention
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      – SubjectFull: Standardized Tests
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      – SubjectFull: Scores
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: North Carolina
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      – TitleFull: Increasing High School Students' Math Achievement and Self-Efficacy through Peer Tutoring
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            NameFull: Travis Lewis
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              Y: 2025
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