Peer Tutoring Learning Strategies in Mathematics Subjects: Systematic Literature Review
Riyan Hidayat , Nurihan Nasir , Sobiratul Asiah Mohamad Fadzli , Nurul Syahirah Rusli , Nur Najiha Kamaruzzaman , Victor Yii Zi Sheng , Nur Husna Hayati Mohammad , Afifah Shabirah Shukeri
The peer tutoring approach is a student-cantered teaching method in which students learn in pairs with teacher supervision. The study discussed in thi.
- Pub. date: July 15, 2023
- Pages: 1407-1423
- 754 Downloads
- 2009 Views
- 2 Citations
The peer tutoring approach is a student-cantered teaching method in which students learn in pairs with teacher supervision. The study discussed in this paper is a systematic literature review related to the effectiveness of peer tutoring approaches which has been published within the last 5 years. A complete text analysis was conducted using 20 research papers stating the impact of the peer mentoring approach for this writing. Among the things obtained from previous studies are the variety of ways to implement peer tutoring approach, the impact on 3 aspects in students which are mathematical achievement, social skills and cognitive skills and the teaching theories used. The findings of the study indicate that most past studies used quantitative research methods with the concept of age peer approach. Then, constructivism theory was the most frequently applied with a sample of high school students. In conclusion, this systematic literature review shows that the peer tutoring approach in mathematics education has many benefits in various aspects and needs to be extended to improve the quality of education.
mathematics education peer assisted learning peer tutoring prisma systematic literature review
Keywords: Mathematics education, peer-assisted learning, peer tutoring, PRISMA, systematic literature review.
References
Alegre, F., Moliner, L., Maroto, A., & Lorenzo-Valentin, G. (2019a). Peer tutoring in algebra: A study in middle school. The Journal of Educational Research, 112(6), 693-699. https://doi.org/10.1080/00220671.2019.1693947
Alegre, F., Moliner, L., Maroto, A., & Lorenzo-Valentin, G. (2019b). Peer tutoring and mathematics in secondary education: Literature review, effect sizes, moderators, and implications for practice. Heliyon, 5(9), Article e02491. https://doi.org/10.1016/j.heliyon.2019.e02491
Alegre, F., Moliner, L., Maroto, A., & Lorenzo-Valentin, G. (2019c). Peer tutoring in mathematics in primary education: A systematic review. Educational Review, 71(6), 797-791. https://doi.org/10.1080/00131911.2018.1474176
Alegre, F., Moliner, L., Maroto, A., & Lorenzo-Valentin, G. (2020). Academic achievement and peer tutoring in mathematics: A comparison between primary and secondary education. SAGE Open, 10(2), 1-9. https://doi.org/10.1177/2158244020929295
Alzahrani, T., & Leko, M. (2018). The effects of peer tutoring on the reading comprehension performance of secondary students with disabilities: A systematic review. Reading & Writing Quarterly, 34(1), 1-17. https://doi.org/10.1080/10573569.2017.1302372
Ansuategui, F. J. A., & Miravet, L. M. (2017). Emotional and cognitive effects of peer tutoring among secondary school mathematics students. International Journal of Mathematical Education in Science and Technology, 48(8), 1185–1205. https://doi.org/10.1080/0020739x.2017.1342284
Baiduri. (2017). Elementary school students’ spoken activities and their responses in math learning by peer-tutoring. International Journal of Instruction, 10(2), 145-160. https://doi.org/10.12973/iji.2017.10210a
Berso, L. B., & Lorente, R. M. (2020). Peer tutoring: Exploring the effects on learning Grade 9 mathematics. PEOPLE: International Journal of Social Sciences, 5(3), 881-894. https://doi.org/10.20319/pijss.2020.53.881894
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Campbell, A. (2019). Design-based research principles for successful peer tutoring on social media. International Journal of Mathematical Education in Science and Technology, 50(7), 1024-1036. https://doi.org/10.1080/0020739X.2019.1650306
Caulfield, J. (2019, September 6). How to do thematic analysis | Step-by-step guide and examples. Scribbr. https://rb.gy/nojfw5
Chen, C., & Liu, C. C. (2011). A case study of peer tutoring program in higher education. Research in Higher Education Journal, 11, 1-10. https://www.aabri.com/manuscripts/11757.pdf
Chu, H.-C., Chen, J.-M., & Tsai, C.-L. (2017). Effects of an online formative peer-tutoring approach on students’ learning behaviors, performance, and cognitive load in mathematics. Interactive Learning Environments, 25(2), 203-219. http://doi.org/10.1080/10494820.2016.1276085
Colvin, J. W. (2007). Peer tutoring and social dynamics in higher education. Mentoring & Tutoring: Partnership in Learning, 15(2), 165-181. https://doi.org/10.1080/13611260601086345
Deshler, J., Fuller, E., & Darrah, M. (2019). Supporting students through peer mentoring in developmental mathematics. The Learning Assistant Review, 24(1), 97-112.
Gazula, S., McKenna, L., Cooper, S., & Paliadelis, P. (2017). A systematic review of reciprocal peer tutoring within tertiary health profession educational programs. Health professions education, 3(2), 64-78. https://doi.org/10.1016/j.hpe.2016.12.001
Greene, I., Tiernan, A. M., & Holloway, J. (2018). Cross-Age Peer Tutoring and fluency-based instruction to achieve fluency with mathematics computation skills: A randomized controlled trial. Journal of Behavioral Education, 27, 145–171. https://doi.org/10.1007/s10864-018-9291-1
Gülpınar, Ö., & Güçlü, A. G. (2013). How to write a review article? Turkish Journal of Urology, 39(1), 44-48. https://doi.org/10.5152/tud.2013.054
Hänze, M., Müller, M., & Berger, R. (2018). Cross-age tutoring: How to promote tutees’ active knowledge-building. Educational Psychology, 38(7), 915-926. https://doi.org/10.1080/01443410.2018.1444734
Hidayat, R., Adnan, M., Abdullah, M. F. N. L., & Safrudiannur. (2022). A systematic literature review of measurement of mathematical modeling in mathematics education context. Eurasia Journal of Mathematics, Science and Technology Education, 18(5), Article em2108. https://doi.org/10.29333/ejmste/12007
Hidayat, R., Zamri, S. N. A. S., Zulnaidi, H., & Yuanita, P. (2020). Meta-cognitive behaviour and mathematical modelling competency: Mediating effect of performance goals. Heliyon, 6(4), Article e03800. https://doi.org/10.1016/j.heliyon.2020.e03800
Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty‐first century. Science Education, 88(1), 28-54. https://doi.org/10.1002/sce.10106
Johnston, B. M. (2021). Students as partners: Peer-leading in an undergraduate mathematics course. International Journal of Mathematical Education in Science and Technology, 52(5), 795-806. https://doi.org/10.1080/0020739X.2020.1795287
Jucoy, M. J. C., & Maglipong, C. V. (2018). Students’ problem solving skills in mathematics with peer tutoring math pen-mate. International Journal of Science and Research, 7(2), 1423-1427. https://www.ijsr.net/archive/v7i2/ART2018320.pdf
Kalkowski, P. (1995). Peer and cross-age tutoring. School Improvement Research Series, 18. https://rb.gy/5tl3rz
Laskey, M. L., & Hetzel, C. J. (2011). Investigating factors related to retention of at-risk college students. Learning Assistance Review, 16, 31-43.
Lerman, S. (1989). Constructivism, mathematics, and mathematics education. Educational Studies in Mathematics, 20, 211-223. https://doi.org/10.1007/BF00579463
Leung, K. C. (2015). Preliminary empirical model of crucial determinants of best practice for peer tutoring on academic achievement. Journal of Educational Psychology, 107(2), 558–579. https://doi.org/10.1037/a0037698
Maheady, L. (1998). Advantages and disadvantages of peer-assisted strategies. In K. Topping & S. Ehly (Eds.), Peer-assisted learning (pp. 45-66). Erlbaum.
Moeyaert, M., Klingbeil, D. A., Rodabaugh, E., & Turan, M. (2021). Three-level meta-analysis of single-case data regarding the effects of peer tutoring on academic and social-behavioral outcomes for at-risk students and students with disabilities. Remedial and Special Education, 42(2), 94-106. https://doi.org/10.1177/0741932519855079
Moliner, L., & Alegre, F. (2020a). Effects of peer tutoring on middle school students’ mathematics self-concepts. PLoS ONE, 15(4), Article e0231410. https://doi.org/10.1371/journal.pone.0231410
Moliner, L., & Alegre, F. (2020b). Peer tutoring effects on students’ mathematics anxiety: A middle school experience. Frontiers in Psychology, 11, Article 1610. https://doi.org/10.3389/fpsyg.2020.01610
Moliner, L., & Alegre, F. (2022). Attitudes, beliefs and knowledge of mathematics teachers regarding peer tutoring. European Journal of Teacher Education, 45(1), 93-112. https://doi.org/10.1080/02619768.2020.1803271
Nawaz, A., & Rehman, Z. U. (2017). Strategy of peer tutoring and students’ success in Mathematics: An analysis. Journal of Research and Reflections in Education, 11(1), 15-30. https://shorturl.at/iuwCX
Oloyede, M. A., Bamidele, E. F., & Oladipupo, P. O. (2019). Relative effectiveness of peer tutoring and think-pair-share strategies in improving senior secondary school students’ academic performance in chemistry in Osogbo. Journal of Global Research in Education and Social Science, 13(6), 228-238. https://rb.gy/70tt
Phan, H. P., Ngu, B. H., & Yeung, A. S. (2017). Achieving optimal best: Instructional efficiency and the use of cognitive load theory in mathematical problem solving. Educational Psychology Review, 29, 667-692. https://doi.org/10.1007/s10648-016-9373-3
Putranto, S., & Marsigit. (2018a). Does peer tutoring with realistic mathematics education approach effective to develop conceptual understanding of slow learners? Journal of Physics: Conference Series, 1097, Article 012127. https://doi.org/10.1088/1742-6596/1097/1/012127
Putranto, S., & Marsigit. (2018b). Is it effective using peer tutoring with realistic mathematics education approach to improve learners’ mathematics attitudes? International Journal on Emerging Mathematics Education, 2(2), 179-186. https://doi.org/10.12928/ijeme.v2i2.10487
Roberts, A. K., & Spangenberg, E. D. (2020). Peer tutors’ views on their role in motivating learners to learn mathematics. Pythagoras, 41(1), Article a520. https://doi.org/10.4102/pythagoras.v41i1.520
Rosdianwinata, E., Rifa’i, R., & Nasrullah, A. (2019). Implementation of peer tutor learning in improving students’ mathematical understanding ability. Journal of Physics: Conference Series, 1315, Article 012027. https://doi.org/10.1088/1742-6596/1315/1/012027
Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's Zone of Proximal Development: Instructional implications and teachers' professional development. English Language Teaching, 3(4), 237-248. https://doi.org/10.5539/ELT.V3N4P237
Shenoy, A., & Petersen, K. H. (2020). Peer tutoring in preclinical medical education: A review of the literature. Medical Science Educator, 30, 537–544. https://doi.org/10.1007/s40670-019-00895-y
Song, Y., Loewenstein, G., & Shi, Y. (2018). Heterogeneous effects of peer tutoring: Evidence from rural Chinese middle schools. Research in Economics, 72(1), 33-48. https://doi.org/10.1016/j.rie.2017.05.002
Thurston, A., Roseth, C., Chiang, T. H., Burns, V., & Topping, K. J. (2020). The influence of social relationships on outcomes in mathematics when using peer tutoring in elementary school. International Journal of Educational Research Open, 1, Article 100004. https://doi.org/10.1016/j.ijedro.2020.100004
Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631-645. https://doi.org/10.1080/01443410500345172
Ullah, I., Tabassum, R., & Kaleem, M. (2018). Effects of peer tutoring on the academic achievement of students in the subject of biology at secondary level. Education Sciences, 8(3), Article 112. https://doi.org/10.3390/educsci8030112
Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
Yaman, B. B. (2019). A multiple case study: What happens in peer tutoring of calculus studies? International Journal of Education in Mathematics, Science and Technology, 7(1), 53-72. https://rb.gy/vhspnd
Zeneli, M., Tymms, P., & Bolden, D. (2018). Interdependent cross-age peer tutoring in mathematics. International Journal of Psychology and Educational Studies, 5(3), 33-50. https://doi.org/10.17220/ijpes.2018.03.004
Zulnaidi, H., Oktavika, E., & Hidayat, R. (2020). Effect of use of GeoGebra on achievement of high school mathematics students. Education and Information Technologies, 25, 51-72. https://doi.org/10.1007/s10639-019-09899-y