Effectiveness of Elementary Algebra Peer-Tutoring
The Use and Effectiveness of Elementary Algebra Peer-Tutoring
Services as Perceived by 9th Grade Students in a Selected
Philadelphia Public Secondary School
A Thesis Presented to the Faculty of the Graduate Education Program of
Lincoln University of Pennsylvania
Murray I. Lowenthal
The purpose of this study was to ascertain how useful and effective secondary school students taking elementary algebra found the in-school peer-tutoring services compared to alternative help available.
One hundred 10th grade math students were surveyed by a convenience sample regarding their experiences with peer-tutoring services the previous year. Only about 9% reported using these services. Over 50% reported not knowing that they existed. Forty-seven percent reported using outside help including family members, fellow classmates, and private tutors in that order. Twenty-nine percent reported using outside help instead of peer-tutoring services for convenience, better instruction or both. Only 3 students (about 38% of the 8 using them) claimed they would not have been able to do as well without them.
It is apparent that these services could be better utilized if a larger number of students were aware of them. It may be helpful to better promote peer-tutoring than apparently primarily relying on school bulletin announcements. Also, increasing suitable times when tutoring services are offered and the quality of instruction may increase peer-tutoring usage and effectiveness.
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