A study was undertaken to assess the impact of using reciprocal peer tutoring on mathematics attainment in 12 Irish Medium schools. Six schools undertook peer tutoring, and six schools acted as comparison and continued teaching as usual. Teachers implemented the peer tutoring technique during mathematics lessons, or used their usual teaching approaches, during a period of 16 weeks. Changes in attainment were measures with an Irish translation of the Scottish Survey of Achievement in Mathematics Test administered before and after the peer tutoring intervention. Classes that used peer tutoring improved their mathematics scores significantly more than the comparison group. The rate of maths development when using peer tutoring was nearly three times as fast as ‘teaching as usual’. Results indicate that peer tutoring is an effective means of learning maths in Irish Medium schools.
|Place of Publication||Belfast|
|Publisher||Queen's University Belfast|
|Number of pages||12|
|Publication status||Published - Jun 2015|
- peer tutoring, cooperative learning, mathematics, elementary school, Irish medium education