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Relevant bibliographies by topics / Peer-group tutoring of students

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Academic literature on the topic 'Peer-group tutoring of students'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Peer-group tutoring of students"

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Zheng, Shao-Liang, and Michael G. Campbell. "Teaching space-group diagrams to chemistry students through a peer-tutoring approach." Acta Crystallographica Section E Crystallographic Communications 77, no. 9 (August 27, 2021): 864–66. http://dx.doi.org/10.1107/s2056989021008744.

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Peer tutoring is a teaching strategy that offers a creative way of getting students more involved and accountable for their own learning in college-level chemistry courses. The authors have found that the `Symmetry and Space Group Tutorial' [Jasinski & Foxman (2007). Symmetry and Space Group Tutorial, V1.55. http://people.brandeis.edu/~foxman1/teaching/indexpr.html] lends itself well to a peer-tutoring approach in a crystallography course for chemistry students. This in-class activity provides an opportunity for students to learn space-group diagrams, understand basic symmetry concepts, organize what they have learned, and explain it to their peers, which leads to a deeper overall understanding of the subject. We report on our experience in planning peer tutoring, advise on best practices, and demonstrate the positive impact on student learning and engagement.

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Lake, D. A. "Peer tutoring improves student performance in an advanced physiology course." Advances in Physiology Education 276, no. 6 (June 1999): S86. http://dx.doi.org/10.1152/advances.1999.276.6.s86.

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Effectiveness of a peer tutoring system developed for an advanced physiology course was assessed in terms of academic performance and perceived value. Forty-five students took the course without the peer tutoring system, and sixty-nine students took the course with peer tutoring. Grades from both groups of students were compared with grades earned in an introductory physiology course. Tutored students were asked how much they valued the peer tutoring. There was a decline in grades received by the students in the advanced physiology course compared with their scores in the introductory physiology course in both tutored and untutored groups. However, the decline in the tutored group was significantly (P = 0.015) less than that in the untutored group of students. Tutored students reacted very favorably to the tutoring sessions and expressed a desire to see tutoring expanded to other courses. This was the first demonstration of the effectiveness of peer tutoring in college science teaching. Peer tutoring appears to be effective in enhancing student performance as well as being perceived as beneficial by the students.

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Kuo, Yu-Chen, Ching-Bang Yao, and Zhe-Yu Wu. "Online Peer-Tutoring for Programming Languages Based on Programming Ability and Teaching Skill." Applied Sciences 12, no. 17 (August 25, 2022): 8513. http://dx.doi.org/10.3390/app12178513.

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Web-based cooperative learning could enhance students’ learning motivation; however, learning activities in this process are rather confusing because of the lack of structured learning strategies, resulting in unfavorable learning achievements. With the peer tutoring learning environment to encourage students’ mutual learning and development, an online peer-tutoring platform for programming languages with peer mentoring is established herein for one-to-one peer tutoring activities. With students with higher learning ability as tutors and those with lower learning ability as tutees, tutors can provide online peer tutoring for programming languages via demonstrations and flowcharts to discuss the effects of using different teaching methods for learning activities on the learning achievement of tutees. Based on these teaching methods for peer learning, 52 undergraduates were divided into experimental groups A and B; each group was further divided into peer mentoring group and non-peer mentoring group based on the ability levels. The results show that learning activities with the online peer-tutoring platform for programming languages could assist both groups in enhancing their learning achievement and ensure positive attitudes toward programming languages. In the analyses, the peer mentoring group was preferable in peer tutoring for programming languages with demonstration, while the non-peer mentoring group did not appear significant.

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Olulowo, Taiwo Grace, Olugbenga A. Ige, and Ernest O. Ugwoke. "Using Peer Tutoring to Improve Students’ Academic Achievement in Financial Accounting Concepts." Education Research International 2020 (September 22, 2020): 1–10. http://dx.doi.org/10.1155/2020/8871235.

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This study investigated the effectiveness of the peer tutoring instructional strategy in improving students’ academic achievement in financial accounting concepts. A nonrandomized pretest-posttest control group quasi-experimental design with a 2 × 2 × 3 factorial matrix was adopted. The research sample comprised 137 purposively selected students from eight intact classes in secondary schools in Southern Nigeria. The experimental group adopted a peer tutoring instructional strategy, while the control group was exposed to the conventional lecture method. Teachers’ Instructional Guides on peer tutoring and conventional method and Financial Accounting Achievement Test were used to collect data for this study. Results affirmed that the peer tutoring instructional strategy is more effective in improving students’ academic achievement in financial accounting concepts than the conventional lecture method. The outcome of this study also shows that the experimental strategy was not sensitive to gender but sensitive to socioeconomic status. Sequel to this finding, the study recommends that post-basic school teachers should make use of the peer tutoring instructional strategy to present financial accounting lessons in secondary schools to advance students’ attainment in the subject.

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Ycong, Helmar G., Bayron S. Barredo, and Leo A. Mamolo. "Effects of Peer Tutoring to The Learning Outcomes in Exponential Expressions of Grade 8 Students." IndoMath: Indonesia Mathematics Education 4, no. 2 (August 23, 2021): 107. http://dx.doi.org/10.30738/indomath.v4i2.5.

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<p><em>Achieving the learning outcomes set for the classroom is the main goal of instruction. Todays’ teachers utilize various methods to achieve optimum learning for the students. This study investigated the effect of peer tutoring strategy on the students’ achievement in solving exponential expressions. It also determined the students’ persistent errors in solving given exponential expressions. This study employed a quasi-experimental design and two intact classes randomly assigned to an experimental and control group. A validated 10-item test (α=.75) was utilized as the main instrument. Results revealed that students in the peer tutoring group performed better than in the lecture group. Moreover, the peer tutoring strategy significantly improved the learning outcomes of students in the experimental group. It is recommended that peer tutoring strategy may be used by mathematics teachers to improve their students' performance in the subject matter. Implications address the need to explore other teaching strategies suited for students in the Mathematics classroom</em>.</p>

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Ullah, Irfan, Rabia Tabassum, and Muhammad Kaleem. "Effects of Peer Tutoring on the Academic Achievement of Students in the Subject of Biology at Secondary Level." Education Sciences 8, no. 3 (August 3, 2018): 112. http://dx.doi.org/10.3390/educsci8030112.

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The present study is aimed at analyzing the effects of peer tutoring on the academic achievement of students in the subject of biology at secondary level. The objectives of the study were: (1) To find out the effects of peer tutoring on the academic achievement of students in the subject of biology; and (2) To examine the effects of peer tutoring with respect to knowledge, comprehension and application levels in cognitive domain of Bloom Taxonomy. All 433,405 male students at secondary level of 10th grade of Khyber Pakhtunkhwa were the population of the study. Forty students were taken as the sample of the study from the Allied National Software Institute (ANSI) Mardan. The Posttest-Only Equivalent Group Design was used. The data collected from pretest and posttest were analyzed through an independent sample t-test. It was found that the mean score of the experimental group was significantly better than that of the control group. It was concluded that peer tutoring enhanced the academic achievement of students in the experimental group significantly as compared to the control group; hence, it was an effective method of instruction for teaching biology at secondary level. It was suggested that peer tutoring may be incorporated along with other teaching methodologies for the subject of biology and it may be given due consideration in all teacher education practices in the country.

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Fong, Lin Siew. "Facilitating Group Analysis of Two Case Studies Utilising Peer Tutoring: Comparison of Tasks and Outcomes." Journal of Educational Issues 2, no. 2 (August 29, 2016): 90. http://dx.doi.org/10.5296/jei.v2i2.9811.

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<p>Peer-tutoring sessions of two groups of advanced diploma in financial accounting students with mixed proficiency were analysed thoroughly in this study. Numerous studies in peer tutoring have produced favourable results to both tutors and tutees due to the scaffolding process which promotes effective learning. However, there is a lack of studies conducted using case study as a group task in peer tutoring. Therefore, in this study, the analysis of this type of task in the course of peer tutoring is given much prominence. Video recordings of the peer-tutoring sessions were made and informants were interviewed and wrote journals in order to obtain data to be analysed. The researcher’s observation notes were useful in increasing understanding of the group process. The findings revealed that there were similarities and differences pertaining to the teaching and learning experiences encountered by both tutors and tutees when analysing the two case studies. Therefore, appropriate case studies which match students’ abilities are recommended to be used in peer tutoring. Furthermore, regular guidance provided by instructors for tutors is crucial in developing their confidence in playing their role.<strong> </strong></p>

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Khomsyatun, Siti Hazar. "Application of The Peer Tutor Method to Improve Mathematical Communication Skills in Class X Students." Mathline : Jurnal Matematika dan Pendidikan Matematika 8, no. 4 (November 29, 2023): 1539–58. http://dx.doi.org/10.31943/mathline.v8i4.384.

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This study aims to determine students' mathematical communication abilities through peer tutoring methods. The research method used is experimental research with a research design that is one group pretest-posttest. The population and sample of this study were class X MIPA students of SMAN 1 Lelea with a total of 20 students. The technique used in determining the sample is by using non-probability sampling technique. The instruments used in this study were test sheets for mathematical communication skills and student response questionnaires. The results showed that learning mathematics using peer tutoring methods can provide maximum results, namely that students' mathematical communication skills can increase, based on the average N-gain score of 0.72 in the high category. In addition, the results of the study also show that learning mathematics using peer tutoring methods can improve students' mathematical communication skills significantly. From the results of the N-gain test obtained, the peer tutor learning method can improve students' mathematical communication abilities. And for the results of the students' responses, namely students giving a good response to learning using the peer tutoring method with an average percentage of students using the peer tutoring method of 68.85%. Based on the results of the research that has been done, it can be concluded that this peer tutoring method can be used in learning mathematics in the classroom.

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M., Marieswari, and Prema N. "Effectiveness of Peer Tutoring in Learning English among Tutors and Tutees of Class VIII Students in Kancheepuram DT." English Language Teaching 9, no. 11 (September 27, 2016): 1. http://dx.doi.org/10.5539/elt.v9n11p1.

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<p>The peer who teaches to their mates is peer tutoring. It is a common instructional strategy used in classrooms. The aim of this study is know whether there is any improvement in achievement marks of tutors and tutees after the process of peer tutoring. Class VIII students were selected as sample for the present experimental study. The design of this experimental study was a two group parallel design such as one control and one experimental group with pre-test and post-test. Tutors of experimental group were trained to act as tutor for this research purpose. Pre-test and post-test marks of both control and experimental group were analyzed by using ‘t’ test. The result revealed that, the experimental group students (both tutors and tutees) exhibited a remarkable improvement in learning who received the content through peer tutoring than the control group students who were taught by the researcher through traditional way of teaching.</p>

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Singh, Rajaputra Umamaheswara. "A Case Study on the Impact of Peer Tutoring in the Education of Freshmen Engineering." Journal of Engineering Education Transformations 36, S2 (January 1, 2023): 441–45. http://dx.doi.org/10.16920/jeet/2023/v36is2/23067.

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In an online or offline classroom, it might be difficult to ensure student engagement and learning during and after the COVID-19 epidemic. The learning of global engineers, need to engage effective teaching and learning practices in higher education is required. The best way to learn is to teach. Learning by teaching others is extremely effective method. To enhance the learning of engineering students, a pilot study is aims to exam in the effectiveness of the freshmen engineering students’ engagement in learning using peer tutoring. In addition, considered the performance of tutees (slow learners) guided by the identified tutors (fast learners) of the same group for peer tutoring. For that the students are engaged in the practice of learning by teaching, understanding and retaining the knowledge while comparing the students who are in existing learning. A peer teaching method is effective learning method by involving the student in group presentations combined with cooperative learning. In this paper a review of related literature focusing on active learning methods –like learning by teaching, peer tutoring, team presentations in engineering education are done. The results strongly endorse learning through teaching by the student and for the student throughout the practice of peer tutoring in a pilot course study of Applied Physics. Keywords-Cooperative learning, peer tutoring, learning by teaching, engineering education, freshmen engineering students.

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Dissertations / Theses on the topic "Peer-group tutoring of students"

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Fudge, Irene. "Peer tutoring programs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36121.pdf.

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Cheung, Chun-chun. "A comparison of the effects of two approaches : classwide peer tutoring & classwide peer tutoring without reinforcement on the spelling performance in integrated science /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597973.

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Cheung, Ming-kam Thomas. "Peer tutoring with hearing impaired special school pupils." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627607.

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Lee, Wing-ho Rico. "Classwide peer tutoring student perception and effectiveness /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963420.

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Breslin, James D. "SOCIAL LEARNING IN THE CO-CURRICULUM: EXPLORING GROUP PEER TUTORING IN COLLEGE." UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/23.

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In a time of upheaval in American higher education, student retention continues to be a chief concern on most campuses. Peer tutoring, like other peer-based programming, is asked to serve multiple functions as a low-cost, high-impact model. This study explored the cultures of these semi-structured, co-curricular, academic-social spaces and sought to understand what happens in a group peer tutoring context that impacts students. Data was generated with students on two campuses during the spring 2014 semester using a two-phase qualitative approach. Data generating activities included observation of students and peer tutors in the tutoring spaces on each campus. The second phase of data generation included focus groups with more than 30 students on each campus. Findings suggest that the student participants on these two campuses conceive of tutoring spaces as unique, that they engage with their peers in such contexts differently than they do in other places, and that programmatic structures may influence the outcomes they achieve. Implications range from contributions to more nuanced understanding of social learning theory to the critical importance of vulnerability in student help-seeking behavior.

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Chen, Elaine. "Mildly mentally handicapped peers as tutors in a social skills program for autistic children." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626019.

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Langor, Gemma. "Peer tutoring, what are its benefits to the tutor? : tutors' perceptions of a peer tutoring experience in nursing education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ55517.pdf.

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Ng, Yuk-fai Margaret. "The effectiveness of peer-tutoring on same-age & cross-age tutors in an English paired-reading project in a Hong Kong secondary technical school." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595708.

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Villareal, Donna M. "A systematic replication to determine the academic effects of peer tutoring for the tutor." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1122549884.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xix, 271 p.; also includes graphics. Includes bibliographical references (p. 217-226). Available online via OhioLINK's ETD Center

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Cheung, Ming-kam Thomas, and 張明錦. "Peer tutoring with hearing impaired special school pupils." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627607.

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Books on the topic "Peer-group tutoring of students"

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Boubion, Octavio. Model pre-college compensatory programs: Peer tutoring in Upward Bound. Washington, D.C: National Council of Educational Opportunity Associations, 1987.

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Newton, Fred B. Students helping students: A guide for peer educators on college campuses. 2nd ed. San Francisco: Jossey-Bass, 2010.

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Culp, Suzanne. Reading plus: A peer tutoring program for elementary schools. Toronto: Guidance Centre, University of Toronto, 1996.

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Topping, Keith J. The peer tutoring handbook: Promoting co-operative learning. London: Croom Helm, 1988.

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Kehayan, V. Alex. Partners for change (peer leader's guide): A peer helping guide for training and prevention. Rolling Hills Estates, Calif: Jalmar Press, 1995.

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Foster, Elizabeth S. Tutoring, learning by helping : a student handbook for training peer and cross-age tutors. Minneapolis, Minn: Educational Media Corp., 1992.

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Slavin, Robert E. Using student team learning: The Johns Hopkins Team Learning Project. 4th ed. Baltimore, Md: The Johns Hopkins Team Learning Project, Center for Research on Elementary and Middle Schools, Johns Hopkins University, 1994.

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Whitman, Neal. Peer teaching: To teach is to learn twice. College Station, Tex: Association for the Study of Higher Education, 1988.

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Griffiths, Sandra. Enhancing student learning through peer tutoring in higher education. Coleraine: University of Ulster, 1995.

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Scandella, Ornella. Tutorship e apprendimento: Nuove competenze dei docenti nella scuola che cambia. Scandicci, Firenze: Nuova Italia, 1995.

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Book chapters on the topic "Peer-group tutoring of students"

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Mansour, Ebrahim, Sultan Alzyoud, Ruba Abuzaid, and Hashem Alshurafat. "Accounting Students Perspectives of Peer Tutoring." In Explore Business, Technology Opportunities and Challenges ‎After the Covid-19 Pandemic, 308–17. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08954-1_28.

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Rosier, Soren. "PeerTeach: Teaching Learners to Do Learner-Centered Teaching." In The Power of Peer Learning, 239–63. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_11.

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AbstractOne-on-one tutoring is the most effective teaching arrangement. Most schools and families, however, cannot afford to provide each child with a tutor. Peer tutoring in classrooms, a more feasible and scalable learning arrangement, increases learning for both tutors and tutees, but peer tutors’ efficacy is often limited by their didactic and disempowering approaches. Two interventions with distinctly different designs were developed to test the viability of online, scalable training to foster students’ adoption of learner-centered teaching methods. To compare the efficacy of these intervention approaches, two randomized control experiments were conducted with 198 middle school math students. Both trainings increased the frequency that tutors employed learner-centered strategies, evident in clickstream data from virtual scenarios and in tutee reflections following real-life tutoring. Shifts in tutoring behaviors significantly boosted tutee learning at every level of tutor content mastery. This suggests that training students to use learner-centered tutoring strategies can greatly improve the efficacy for peer tutoring in classrooms, and that technological solutions can scale this type of training.

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Badea, Gabriel, and Elvira Popescu. "Supporting Students by Integrating an Open Learner Model in a Peer Assessment Platform." In Intelligent Tutoring Systems, 105–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49663-0_14.

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Howley, Iris, David Adamson, Gregory Dyke, Elijah Mayfield, Jack Beuth, and Carolyn Penstein Rosé. "Group Composition and Intelligent Dialogue Tutors for Impacting Students’ Academic Self-efficacy." In Intelligent Tutoring Systems, 551–56. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30950-2_71.

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Byl, Emmeline, Keith J. Topping, Katrien Struyven, and Nadine Engels. "Peer Interaction Types for Social and Academic Integration and Institutional Attachment in First Year Undergraduates." In The Power of Peer Learning, 305–23. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29411-2_14.

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AbstractHigher education institutions are increasingly implementing peer tutoring and peer mentoring strategies to support newly enrolled students’ transition into university, aiming to reduce drop-out and improve persistence. However, it is rare that these are directly compared, and even rarer for effects on social and academic integration and institutional attachment to be explored, as in this study. In this quantitative and qualitative study, a total of 446 first-year university students of Psychology and Education Sciences in one university, recruited via a snowball technique which relied heavily on email and text messages, followed-up with invitations to a Facebook group, completed an online questionnaire. The questionnaire incorporated three instruments of known reliability: the Social Adjustment, Academic Adjustment and Institutional Attachment subscales of the Adaptation to College Questionnaire; the Commitment subscale of the Revised Academic Hardiness Scale; and the Commitment Attitude Scale. Results were analysed by independent t-tests. For the qualitative semi-structured interviews participants were 39 self-selected but stratified volunteers. Interviews focused on the three stages of Appreciative Inquiry: Discovery, Dream and Design. All interviews were audio-recorded and transcribed. A combined inductive-deductive content-analysis technique and a thematic analysis technique was then used via MAXQDA 11. Peer mentoring was the most effective means to enhance social integration. However, peer tutoring showed a significant effect on academic integration. Neither had much impact on institutional attachment. Participants particularly mentioned that activities such as speed dating and mentoring days were important, since they developed self-esteem, which encouraged them to further participate. The availability of peer support over the longer term was seen as important. Evidence-based action implications for educational practice, policy-making and future researchers were outlined, and the importance of listening to students when developing institutional policy is emphasized.

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Talbott, Elizabeth, Agata Trzaska, and Jaime L. Zurheide. "A Systematic Review of Peer Tutoring Interventions for Students with Disabilities." In The Wiley Handbook of Diversity in Special Education, 319–56. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118768778.ch16.

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Kishbaugh, Tara L., Steve Cessna, Lori Leaman, and Daniel Showalter. "Seeking To Improve Retention through Teaching Strategies and Peer Tutoring." In Increasing Retention of Under-Represented Students in STEM through Affective and Cognitive Interventions, 109–30. Washington, DC: American Chemical Society, 2018. http://dx.doi.org/10.1021/bk-2018-1301.ch007.

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Tsuei, Mengping, and Hsiu-Wen Huang. "A Mobile Synchronous Peer-Tutoring System for Elementary Students’ Learning in Chinese Language Arts." In Lecture Notes in Computer Science, 253–62. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94505-7_20.

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García, Raquel M. Crespo, Abelardo Pardo, and Carlos Delgado Kloos. "Adaptive Peer Review Based on Student Profiles." In Intelligent Tutoring Systems, 781–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11774303_99.

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Bull, Susan. "‘Do It Yourself’ Student Models for Collaborative Student Modelling and Peer Interaction." In Intelligent Tutoring Systems, 176–85. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/3-540-68716-5_23.

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Conference papers on the topic "Peer-group tutoring of students"

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No-Gutiérrez, Paloma, Ma José Rodríguez-Conde, Valentina Zangrando, Antonio M. Seoane-Pardo, and Lorenzo Luatti. "Peer tutoring at school with migrant students." In the Second International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2669711.2669943.

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Baranova, Sanita, and Dita Nimante. "Student Mentoring in the Master Programme “Pedagogy”: the case of University of Latvia." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9382.

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There is a developing interest in mentoring and tutoring in the higher education in Latvia. Mentoring is looked at as a retention strategy to support students to remain and continue studies and as a tool to prevent students’ drop out from the university. Since academic year 2016/2017 several programmes of tutoring and mentoring in basic studies (bachelor level studies)have been developed and financially supported at the University of Latvia, but so far mentoring has not been used for Master level students. The Master program “Pedagogy” includes a theoretical course “Methods of Mentoring at the Educational Institution”. Since academic year 2018/2019 new tasks were introduced for the second year Master students to become peer mentors for the first year students, thus, integrating their theoretical knowledge into the practice, making a closer connection to the 1st year students, by sharing their Master student experience. Data were collected (reflection, portfolios, focus group discussion) both from (14) the 1st year Master students and (14) 2nd year Master students at the end of the course and were analysed qualitatively to reveal the results of peer mentoring experience. The results suggest that both the mentors and the mentees benefited from their involvement in mentoring. The research presents some new benefits and challenges for the professional development of academic staff and student-centred learning in the Master level programme. Keywords: Peer mentoring, Student-centred learning, Reflection, Quality ensuring.

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Sommers, Grace. "Students helping students: The benefits of peer tutoring in mathematics." In 2015 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2015. http://dx.doi.org/10.1109/isecon.2015.7119935.

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Moliner, Lidon, Francisco Alegre, and Gil Lorenzo. "HIGH-SCHOOL STUDENTS’ OPINIONS ON PEER TUTORING IN MATHEMATICS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0046.

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Al-Hassan, Suha. "PEER TUTORING AND IMPROVING READING SKILLS OF STUDENTS WITH READING DIFFICULTIES." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0217.

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Shih, Shu Chuan, Hao Yu Tsai, and Mei Ling Chen. "THE EFFECT OF A ONE-ON-ONE DIALOGUE-BASED MATHEMATICAL INTELLIGENT TUTORING SYSTEM FOR LEARNING EQUIVALENT FRACTION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end077.

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The purposes of this study are to develop a one-on-one dialogue-based mathematical intelligent tutoring system (ITS) for learning equivalent fraction in the 4th grade math, and evaluate its learning effect. The system used the course content and dialogue script designed by the math teaching experts in advance, and a computer agent teacher asked questions based on the course script. After the student answered, the system was able to identify the error pattern and misconception according to the student's response, then provided each student with adaptive teaching guidance or feedback. Students could construct correct equivalent fraction concepts through a series of interactive dialogues between students and the computer agent teacher step by step. In order to evaluate the effectiveness of this ITS, a quasi-experiment design was conducted. The pretest and post-test were parallel tests involving equivalent fraction. The participants of the study were 76 students in the fourth grade of two elementary schools chosen from midland of Taiwan. They were divided into the experimental group of 39 and the control group of 37. The experimental group used the "one-on-one dialogue-based mathematical intelligent tutoring system" for teaching. The control group used traditional classroom instruction by a human teacher. The learning content and time were controlled to be the same. Finally, the learning effectiveness and learning interest were assessed by comparing the pre-test and post-test performance of students. The results of the study showed that both teaching methods can significantly improve the students’ learning achievements of equivalent fraction, and the learning effectiveness of "one-on-one dialogue-based mathematical intelligent tutoring system" was significantly better than that of traditional classroom instruction. In the "one-on-one dialogue-based mathematical intelligent tutoring system" group, the learning improvement of students with different genders and different ability levels were also reaching a significant level. It indicated that this system benefited the learning achievements of students with different genders and different abilities. Furthermore, from the response data of the learning interest questionnaire, both teaching methods could significantly improve the learning interest of students. But there was no significant difference between the two teaching methods. By interviewing students, the probable causes included that low learning interest students of the experimental group also lack interest to familiar system operation, and some students think this ITS is not interesting enough because of lacking learning games.

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Cold, S. Jeff, and George D. Hickman. "Literature review and experience with whole classroom peer tutoring for IT students." In Procedding of the 8th ACM SIG-information conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1324302.1324315.

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Lamela, Sonia. "Effect of group tutoring on promoting students independent learning in Architecture Studio." In 2020 Sixth International Conference on e-Learning (econf). IEEE, 2020. http://dx.doi.org/10.1109/econf51404.2020.9385449.

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Ibrahim, Hazem, and Walid Ibrahim. "Gamification in Online Educational Systems." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11238.

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The usage of gamification in online educational systems has grown considerably over the last several decades. This has been in response to reports of low completion and retention rates in online educational systems such as MOOCs. The usage of gamification and the application of social and educational networking to online education systems has been found to increase student satisfaction with the system. However, it has been shown that as students become more familiar with the gamified educational system, the initial boost in motivation diminishes. Efforts made in order to increase the personalization of gamified educational system, however, indicated an increase in student motivation over the duration of the course. Suggestions for further work include the usage of smarter leaderboard systems, as well as the potential for personalization in peer to peer online tutoring platforms.

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Tsuei, Mengping. "The G-Math Peer-Tutoring System for Supporting Effectively Remedial Instruction for Elementary Students." In 2009 Ninth IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2009. http://dx.doi.org/10.1109/icalt.2009.119.

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Reports on the topic "Peer-group tutoring of students"

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Dorna, Guadalupe, and Gastón Gertner. Argentina: Lessons Learned from a Remote Tutoring Pilot. Inter-American Development Bank, September 2023. http://dx.doi.org/10.18235/0005110.

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This document presents the results of a remote tutoring program implemented in Argentina (in the City of Buenos Aires and the Province of Mendoza). Tutoring sessions were delivered by public teacher college institutions, covering foundational mathematics content through a 20-minute weekly phone call for an 8-weeks period. The study focused on families with children enrolled in primary public schools aged 10 to 13 years old. We estimate null effects in academic performance in our intention to treat and treatment on the treated estimators from a randomized controlled trial among students in the City of Buenos Aires. The matching estimator identifies an average impact of tutoring for the treated group of 0.15 standard deviations in academic performance, which is statistically significant at 15%. We also explore the relationship between the number of sessions completed by students and the level of commitment of caregivers and tutors serving such students, showing that tutors' commitment is a significant predictor of completed sessions by students. Finally, we provide some recommendations for scaling up in Argentina and the region.

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Ahouansou, Wildfrid, Fadhel Medard Salifou-Bio, and Arnaud Dangvenon. Academic success of students and educational trajectories: Characteristics and needs for a digital learning environment at the University of Abomey-Calavi. Mary Lou Fulton Teachers College, February 2024. http://dx.doi.org/10.14507/mcf-eli.i15.

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The upsurge of COVID-19 proved the need to improve higher education capabilities to continue training even during class discontinuity. In UAC’s context, adopting e-learning is also a way to mitigate the significant number of students enrolled yearly (approximately 60.000) and provide quality education to all. Therefore, this research on students’ success and needs aims to identify the optimal learning conditions conducive to academic and professional success. Targeting two schools of UAC, we investigated the online learning environment, considering material and virtual environments, as well as pedagogical support provided to students at UAC. We analyzed the choice made at UAC to promote blended learning. We conducted in-person interviews with students, faculty, and staff and held a focus group with selected students. We collected information about what is being done regarding e-learning and users' perceptions and requested their needs for an optimal learning environment. We found that UAC does not have optimal conditions to provide quality e-learning to students. Many do not have access to devices (laptops, smartphones, or tablets) or a quality Internet connection. Faculty members still seek training, even if some have received Instructional Design and Pedagogy training from Arizona State University. Students and faculty members also express a need to receive coaching, tutoring, and pedagogical support from the technical staff, which are in a low number (only 3 in charge of supporting e-learning at the whole university). Based on this, we recommended that UAC: 1) develop a better material learning environment for students, faculty members, and staff through the acquisition of devices and improvement of the Internet connection, 2) provide training to students on how to learn online, and 3) develop staff capabilities to coach, tutor and support students and faculty members on the integration of e-Learning in academic practices.

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Bynum, Nora, Georgina Cullman, Margret Domroese, Carol Fialkowski, and Eleanor J. Sterling. Student-Active Teaching Techniques. American Museum of Natural History, 2009. http://dx.doi.org/10.5531/cbc.ncep.0027.

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This module introduces a variety of methods for active teaching and learning, guided by research on learning models and styles. Studies show that active teaching and learning techniques engage students and help them to understand and apply what they learn. This module covers learning models to guide teachers in engaging their students and introduces a variety of methods for active teaching: interactive lectures, discussions, case studies, collaborative learning (group work and peer teaching), and classroom and field exercises.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.

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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 8: Dissemination. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001255.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 8: Dissemination.

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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 1: Partnership Building. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001248.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decisionmakers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of eight knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 1: Partnership Building.

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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 2: Generating Priorities and Ideas. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001249.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decisionmakers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of eight knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 2: Generating Priorities and Ideas.

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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 6: Data Analysis. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001253.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 6: Data Analysis.

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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 7: Reporting. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001254.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 7: Reporting.

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