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Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School

Author

Listed:
  • Lidon Moliner

    (Department of Pedagogy, Universitat Jaume I, 12071 Castellon, Spain)

  • Francisco Alegre

    (Department of Education, Universitat Jaume I, 12071 Castellon, Spain)

  • Gil Lorenzo-Valentín

    (Department of Education, Universitat Jaume I, 12071 Castellon, Spain)

Abstract

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.

Suggested Citation

  • Lidon Moliner & Francisco Alegre & Gil Lorenzo-Valentín, 2022. "Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School," Mathematics, MDPI, vol. 10(13), pages 1-16, July.
    • Handle: RePEc:gam:jmathe:v:10:y:2022:i:13:p:2360-:d:856311
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    References listed on IDEAS

    as
    1. Francisco Alegre & Lidon Moliner & Ana Maroto & Gil Lorenzo-Valentin, 2019. "Peer tutoring in algebra: A study in Middle school," The Journal of Educational Research, Taylor & Francis Journals, vol. 112(6), pages 693-699, November.
    2. Frank Reinhold & Sarah Isabelle Hofer & Stefan Hoch & Bernhard Werner & Jürgen Richter-Gebert & Kristina Reiss, 2020. "Digital support principles for sustained mathematics learning in disadvantaged students," PLOS ONE, Public Library of Science, vol. 15(10), pages 1-16, October.
    3. Francisco Alegre & Lidón Moliner & Ana Maroto & Gil Lorenzo-Valentin, 2020. "Academic Achievement and Peer Tutoring in Mathematics: A Comparison Between Primary and Secondary Education," SAGE Open, , vol. 10(2), pages 21582440209, May.
    4. Danielle Herro & Cassie Quigley & Holly Plank & Oluwadara Abimbade, 2021. "Understanding students’ social interactions during making activities designed to promote computational thinking," The Journal of Educational Research, Taylor & Francis Journals, vol. 114(2), pages 183-195, May.
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