Teachers perceived improved communication between tutoring pairs, with Year 7 students showing more confidence in communication¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Teachers perceived improved communication between pairs as an effective element of co-operative learning. → Cockerill et al. 2018
Evidence¶
Cockerill et al. 2018¶
Maria Cockerill, Nicole Craig, Allen Thurston. (2018). TEACHER PERCEPTIONS OF THE IMPACT OF PEER LEARNING IN THEIR CLASSROOMS: USING SOCIAL INTERDEPENDENCE THEORY AS A MODEL FOR DATA ANALYSIS AND PRESENTATION. International Journal of Education and Practice, 6(1): 14-27. https://doi.org/10.18488/journal.61.2018.61.14.27
q2 · i? · qualitative · r3
Qualitative survey and case study data. Teachers reported communication "has demonstrably improved in the pairings in my class, with Y7s in particular showing more confidence in communication", and that Year 7 students answered questions in more detail.
"Teachers perceived improved communication between the pairs as an effective element of co-operative learning:"
Discussion¶
Learner Variables¶
- Self-Efficacy — outcome: instruction changes it
Related Claims¶
- Teachers perceived lower ability students benefited most from the paired reading programme, in both tutor and tutee roles — related
- Math tutoring programs may improve students' math confidence and sense of belonging — related
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