Abstract
There is strong evidence that peer tutoring, as a form of cooperative learning, has a positive impact on tutor and tutee outcomes. However, it remains unreported as to the differential effects of engaging in cooperative learning in dyads for tutors and tutees. A quasi-experimental study was undertaken involving 294, 11 to 13-year-old students, taught by 12 teachers across three high schools. 149 students engaged in cooperative learning for a period of 12 weeks. 141 students served as comparison group. Gains were significantly greater on independent standardized reading tests for those engaged in cooperative learning, than those in comparison classes, and greater for tutors than tutees.
| Original language | English |
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| Publication status | Published - 15 Apr 2018 |
| Event | American Educational Research Association Annual Meeting 2018 - New York, New York, United States Duration: 12 Apr 2018 → 17 Apr 2018 |
Conference
| Conference | American Educational Research Association Annual Meeting 2018 |
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| Abbreviated title | AERA 2018 |
| Country/Territory | United States |
| City | New York |
| Period | 12/04/2018 → 17/04/2018 |