Peer tutoring and metacognitive development in primary and secondary mathematics

Abstract

This thesis investigates how peer tutoring supports metacognitive development and mathematics attainment in primary and secondary education and identifies the conditions that shape its effective implementation. The research was motivated by a notable gap in the literature: although peer tutoring is theoretically linked to metacognition, no studies had directly examined this relationship within school mathematics. At the same time, evidence on mathematics attainment showed consistently positive but highly variable outcomes. These gaps prompted a systematic examination of both the effects of peer tutoring and the factors that may explain such variation. The study is informed by three complementary learning theories. Vygotsky’s (1978) zone of proximal development highlights how learners progress through guided interaction with a more capable peer. Bruner’s concept of scaffolding (Wood et al., 1976) emphasises the structured support that enables learners to take increasing control of their thinking. Johnson and Johnson’s (1987) Social Interdependence Theory conceptualises peer tutoring as a structured form of cooperative learning, in which positive interdependence, individual accountability, and promotive interaction underpin effective peer cooperation. Together, these theories provide a foundation for understanding how peer tutoring can foster both cognitive and metacognitive growth. A series of three systematic literature reviews were undertaken. The first review examined metacognitive outcomes and found that, although evidence is limited, peer tutoring encourages continuous metacognitive activity embedded throughout tutor-tutee interactions. The second review, a meta-analysis of 22 studies, demonstrated that peer tutoring significantly improves mathematics attainment (overall weighted Effect Size +0.63), with no substantial difference between reciprocal and fixed-role approaches, indicating that implementation quality is more influential than intervention type. The third review analysed barriers and facilitators to implementation and identified recurring challenges, including interactional and pedagogical difficulties, institutional constraints, and limited tutor preparation. Collectively, the findings suggest that peer tutoring is most effective when implemented as a structured form of cooperative learning grounded in sociocultural and interdependence-based principles, supported by clear instructional design, scaffolded peer interaction, and appropriate training. The thesis offers evidence-based guidance for educators and policymakers and highlights the need for further research on metacognitive mechanisms, implementation fidelity, and the sustainability of peer tutoring across diverse educational contexts.

Date of Award	Jul 2026
Original language	English
Awarding Institution	Queen's University Belfast
Sponsors	Northern Ireland Department for the Economy
Supervisor	Allen Thurston (Supervisor) & Alison MacKenzie (Supervisor)