Date of Award

1-1-2017

Language

English

Document Type

Master's Thesis

Degree Name

Master of Science (MS)

College/School/Department

Department of Educational and Counseling Psychology

Program

Educational Psychology and Methodology

Content Description

1 online resource (ii, v, 33 pages) : illustrations (some color)

Dissertation/Thesis Chair

Mariola Moeyaert

Committee Members

Kevin Quinn, Joan Newman

Keywords

Multilevel Synthesis, Peer-Tutoring, Single-Case Experimental Design, Peer teaching, Academic achievement, Learning strategies

Subject Categories

Educational Psychology

Abstract

Peer-tutoring is a process to enable peers act as a teacher who, then, can help others to understand a concept, develop positive social behaviors, and achieve significant academic success (Doganay, 2007; William, Greenwood, & Parker, 2013). Even though past research emphasizes that student’s academic and social outcomes increase positively with using peer-tutoring (Delquadri et al., 1986), literature needs to be improved by reporting effect sizes with confidential intervals for both general education and special education students (Bowman-Perrott et al., 2013). In this study, we attempt to investigate the effectiveness of peer-tutoring to increase both academic and social performance. This study takes particularly the multiple baseline design as a Single Case Experimental Design (SCED). By using the multilevel meta-analytic model (Van den Noortgate, & Onghena, 2003a; 2003b; 2008). The overall average effectiveness over cases and over studies can be estimated without losing information about individual studies and individual cases. In this research, peer-tutoring is found to be an effective evidence-based practice to enhance both academic and social outcomes such as math, reading, social interactions and developing positive behavior.

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