Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School
Peer tutoring in combination with math digital tools was employed with middle school students learning mathematics. A total of 112 students in 9th grade (14 to 15 years old) participated in the study. A pretest–posttest with control group design was used. Students worked with systems of linear equat...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2022-07-01
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| Series: | Mathematics |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7390/10/13/2360 |
| _version_ | 1797442694638731264 |
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| author | Lidon Moliner Francisco Alegre Gil Lorenzo-Valentín |
| author_facet | Lidon Moliner Francisco Alegre Gil Lorenzo-Valentín |
| author_sort | Lidon Moliner |
| collection | DOAJ |
| description | Peer tutoring in combination with math digital tools was employed with middle school students learning mathematics. A total of 112 students in 9th grade (14 to 15 years old) participated in the study. A pretest–posttest with control group design was used. Students worked with systems of linear equations during the experience. The effects of the intervention of peer tutoring in combination with math digital tools on students’ mathematics achievement were examined using quantitative methods. The way students in the experimental group learned and their motivation towards using digital tools compared with students in the control group were analysed qualitatively. Statistically significant improvements and a large effect size were reported for students’ mathematics achievement in the experimental group. No statistically significant differences were reported between the pretest and the posttest for the control group. The qualitative analyses revealed that students in the experimental group achieved a higher level of autonomous learning, showed a greater association of mathematical concepts, helped their peers more, did more exercises and problems than students in the control group, and enjoyed the experience. |
| first_indexed | 2024-03-09T12:45:42Z |
| format | Article |
| id | doaj.art-406cd9a179054214aff0b7b470a9eaf5 |
| institution | Directory Open Access Journal |
| issn | 2227-7390 |
| language | English |
| last_indexed | 2024-03-09T12:45:42Z |
| publishDate | 2022-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Mathematics |
| spelling | doaj.art-406cd9a179054214aff0b7b470a9eaf52023-11-30T22:12:29ZengMDPI AGMathematics2227-73902022-07-011013236010.3390/math10132360Peer Tutoring and Math Digital Tools: A Promising Combination in Middle SchoolLidon Moliner0Francisco Alegre1Gil Lorenzo-Valentín2Department of Pedagogy, Universitat Jaume I, 12071 Castellon, SpainDepartment of Education, Universitat Jaume I, 12071 Castellon, SpainDepartment of Education, Universitat Jaume I, 12071 Castellon, SpainPeer tutoring in combination with math digital tools was employed with middle school students learning mathematics. A total of 112 students in 9th grade (14 to 15 years old) participated in the study. A pretest–posttest with control group design was used. Students worked with systems of linear equations during the experience. The effects of the intervention of peer tutoring in combination with math digital tools on students’ mathematics achievement were examined using quantitative methods. The way students in the experimental group learned and their motivation towards using digital tools compared with students in the control group were analysed qualitatively. Statistically significant improvements and a large effect size were reported for students’ mathematics achievement in the experimental group. No statistically significant differences were reported between the pretest and the posttest for the control group. The qualitative analyses revealed that students in the experimental group achieved a higher level of autonomous learning, showed a greater association of mathematical concepts, helped their peers more, did more exercises and problems than students in the control group, and enjoyed the experience.https://www.mdpi.com/2227-7390/10/13/2360peer tutoringdigital toolsmathematics achievementautonomous learning |
| spellingShingle | Lidon Moliner Francisco Alegre Gil Lorenzo-Valentín Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School Mathematics peer tutoring digital tools mathematics achievement autonomous learning |
| title | Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School |
| title_full | Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School |
| title_fullStr | Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School |
| title_full_unstemmed | Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School |
| title_short | Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School |
| title_sort | peer tutoring and math digital tools a promising combination in middle school |
| topic | peer tutoring digital tools mathematics achievement autonomous learning |
| url | https://www.mdpi.com/2227-7390/10/13/2360 |
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