Peer-Assisted Learning Interventions With Elementary School Students: 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 (unweighted mean ES = 0.59, SD = 0.90; weighted ES, d = 0.33, p
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| Veröffentlicht in: | Journal of educational psychology 2003-06, Vol.95 (2), p.240-257 |
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| container_issue | 2 |
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| container_title | Journal of educational psychology |
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| creator | Rohrbeck, Cynthia A Ginsburg-Block, Marika D Fantuzzo, John W Miller, Traci R |
| description | 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 (unweighted mean ES = 0.59,
SD
= 0.90; weighted ES,
d
= 0.33,
p |
| doi_str_mv | 10.1037/0022-0663.95.2.240 |
| format | Article |
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SD
= 0.90; weighted ES,
d
= 0.33,
p
<.0001, 95% confidence interval = 0.29-0.37). 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. Adequate descriptive information was missing in many studies. Researchers are encouraged to develop PAL interventions in collaboration with practitioners to maximize those interventions' use and effectiveness and to include more detailed information about students, schools, and intervention components in their reports.</description><identifier>ISSN: 0022-0663</identifier><identifier>EISSN: 1939-2176</identifier><identifier>DOI: 10.1037/0022-0663.95.2.240</identifier><identifier>CODEN: JLEPA5</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Academic Achievement ; Biological and medical sciences ; Educational psychology ; Elementary School Students ; Fundamental and applied biological sciences. Psychology ; Human ; Learning ; Peer Tutoring ; Peers ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure</subject><ispartof>Journal of educational psychology, 2003-06, Vol.95 (2), p.240-257</ispartof><rights>2003 American Psychological Association</rights><rights>2003 INIST-CNRS</rights><rights>Copyright American Psychological Association Jun 2003</rights><rights>2003, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a358t-710e51c4306fdc181a6195b9c2fa1f68bcd73002ec7090a5a508b031729cc0303</citedby><cites>FETCH-LOGICAL-a358t-710e51c4306fdc181a6195b9c2fa1f68bcd73002ec7090a5a508b031729cc0303</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=14888838$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Rohrbeck, Cynthia A</creatorcontrib><creatorcontrib>Ginsburg-Block, Marika D</creatorcontrib><creatorcontrib>Fantuzzo, John W</creatorcontrib><creatorcontrib>Miller, Traci R</creatorcontrib><title>Peer-Assisted Learning Interventions With Elementary School Students: A Meta-Analytic Review</title><title>Journal of educational psychology</title><description>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 (unweighted mean ES = 0.59,
SD
= 0.90; weighted ES,
d
= 0.33,
p
<.0001, 95% confidence interval = 0.29-0.37). 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. Adequate descriptive information was missing in many studies. Researchers are encouraged to develop PAL interventions in collaboration with practitioners to maximize those interventions' use and effectiveness and to include more detailed information about students, schools, and intervention components in their reports.</description><subject>Academic Achievement</subject><subject>Biological and medical sciences</subject><subject>Educational psychology</subject><subject>Elementary School Students</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human</subject><subject>Learning</subject><subject>Peer Tutoring</subject><subject>Peers</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Pupil and student. Academic achievement and failure</subject><issn>0022-0663</issn><issn>1939-2176</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2003</creationdate><recordtype>article</recordtype><recordid>eNp9kFFLwzAQx4MoOKdfwKci-th6SdqkeRw6dTBQmOJjyNLUZXRtTVJh396MDffmvRx3_O5_d3-ErjFkGCi_ByAkBcZoJoqMZCSHEzTCgoqUYM5O0egPOEcX3q8BgMZihB7fjHHpxHvrg6mSuVGute1XMmuDcT-mDbZrffJpwyqZNmYTG8ptk4VedV2TLMJQxY6_RGe1ary5OuQx-niavj-8pPPX59nDZJ4qWpQh5RhMgXVOgdWVxiVWDItiKTSpFa5ZudQVp_FQozkIUIUqoFwCxZwIrYECHaObvW7vuu_B-CDX3eDauFIynFPOc0z_gwgGwQjPeYTIHtKu896ZWvbObuJrEoPcOSp3hsmdYVIUksjoaBy6Oygrr1VTO9Vq64-TeRmDlpG73XOqV7L3W61csLoxXppqOMr9AqDqgFs</recordid><startdate>20030601</startdate><enddate>20030601</enddate><creator>Rohrbeck, Cynthia A</creator><creator>Ginsburg-Block, Marika D</creator><creator>Fantuzzo, John W</creator><creator>Miller, Traci R</creator><general>American Psychological Association</general><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope></search><sort><creationdate>20030601</creationdate><title>Peer-Assisted Learning Interventions With Elementary School Students</title><author>Rohrbeck, Cynthia A ; Ginsburg-Block, Marika D ; Fantuzzo, John W ; Miller, Traci R</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a358t-710e51c4306fdc181a6195b9c2fa1f68bcd73002ec7090a5a508b031729cc0303</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2003</creationdate><topic>Academic Achievement</topic><topic>Biological and medical sciences</topic><topic>Educational psychology</topic><topic>Elementary School Students</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Human</topic><topic>Learning</topic><topic>Peer Tutoring</topic><topic>Peers</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Pupil and student. Academic achievement and failure</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Rohrbeck, Cynthia A</creatorcontrib><creatorcontrib>Ginsburg-Block, Marika D</creatorcontrib><creatorcontrib>Fantuzzo, John W</creatorcontrib><creatorcontrib>Miller, Traci R</creatorcontrib><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Access via APA PsycArticles® (ProQuest)</collection><collection>ProQuest One Psychology</collection><jtitle>Journal of educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Rohrbeck, Cynthia A</au><au>Ginsburg-Block, Marika D</au><au>Fantuzzo, John W</au><au>Miller, Traci R</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Peer-Assisted Learning Interventions With Elementary School Students: A Meta-Analytic Review</atitle><jtitle>Journal of educational psychology</jtitle><date>2003-06-01</date><risdate>2003</risdate><volume>95</volume><issue>2</issue><spage>240</spage><epage>257</epage><pages>240-257</pages><issn>0022-0663</issn><eissn>1939-2176</eissn><coden>JLEPA5</coden><abstract>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 (unweighted mean ES = 0.59,
SD
= 0.90; weighted ES,
d
= 0.33,
p
<.0001, 95% confidence interval = 0.29-0.37). 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. Adequate descriptive information was missing in many studies. Researchers are encouraged to develop PAL interventions in collaboration with practitioners to maximize those interventions' use and effectiveness and to include more detailed information about students, schools, and intervention components in their reports.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/0022-0663.95.2.240</doi><tpages>18</tpages></addata></record> |
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| subjects | Academic Achievement Biological and medical sciences Educational psychology Elementary School Students Fundamental and applied biological sciences. Psychology Human Learning Peer Tutoring Peers Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure |
| title | Peer-Assisted Learning Interventions With Elementary School Students: A Meta-Analytic Review |
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