The Benefits of Observational Learning on the Mathematics Achievement of Fourth Grade Students Involved in Peer Tutoring Sessions
Date of Award
Specialist in Education
Dr. Kristal E. Erhardt
Dr. Ruth Ervin
Dr. Alan Poling
Masters Thesis-Open Access
Many students struggle with mathematical concepts and operations. This leads educators to search for the most effective and efficient means of improving their academic performance. The present investigation sought to determine if a triadic peer-tutoring program would increase the acquisition of basic multiplication facts for fourth grade students. Secondly, this investigation assessed the extent to which students would benefit from observational learning opportunities within the peer tutoring sessions. A multiple baseline design across two peer-tutoring triads was utilized with student performance being assessed by measuring responses to flashcard presentations and completion of three types of mathematics probes. The first type of probe contained material presented to the student. The second contained material presented to the student's peer. The third type contained randomly selected math problems. All four students demonstrated increased accuracy and fluency as a result of peer tutoring sessions. In addition, three of the four students demonstrated improved performance on probes containing material presented to the peer. These results indicate that observational learning occurred and provide support for the implementation of triadic peer tutoring sessions to increase mathematics achievement.
Parish, Trisha R., "The Benefits of Observational Learning on the Mathematics Achievement of Fourth Grade Students Involved in Peer Tutoring Sessions" (2000). Masters Theses. 3340.
Educational Assessment, Evaluation, and Research Commons, Science and Mathematics Education Commons