Peer-Assisted Learning Interventions with Elementary School Studies: A Meta-Analytic Review

Peer-Assisted Learning Interventions with Elementary School Studies: A Meta-Analytic Review

A meta-analytic review of group comparison design studies evaluating peer-assisted learning (PAL) interventions with elementary school students produced positive effect sizes (ESs) indicating increases in achievement. PAL interventions were most effective with younger, urban, low-income, and minorit...

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Veröffentlicht in:Journal of educational psychology 2003, Vol.95 (2), p.240
Hauptverfasser: Rohrbeck, Cynthia A, Ginsburg-Block, Marika D, Fantuzzo, John W, Miller, Traci R
Format: Artikel
Sprache:eng
Schlagworte:
Achievement Gains
Elementary Education
Elementary School Students
Meta Analysis
Outcomes of Education
Peer Teaching
Program Effectiveness
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Zusammenfassung:A meta-analytic review of group comparison design studies evaluating peer-assisted learning (PAL) interventions with elementary school students produced positive effect sizes (ESs) indicating increases in achievement. PAL interventions were most effective with younger, urban, low-income, and minority students. Interventions that used interdependent reward contingencies, ipsative evaluation procedures, and provided students with more autonomy had higher ESs. (Contains 162 references, 7 tables, and 1 appendix.) (GCP)
ISSN:0022-0663