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ERIC Number: ED108900
Record Type: Non-Journal
Publication Date: 1975-Mar
Pages: 11
Abstractor: N/A
Reference Count: N/A
Effectiveness of Schell's Peer Teaching Program in Mathematics for Junior High School Students.
Amster, Harriett; And Others
This study was designed to investigate the effects of peer teaching on mathematics achievement, nonverbal reasoning, and attitudes of students teaching and being taught by this method. The methods of selecting and training peer teachers, and the special mathematics curriculum used, were those developed by Louis Schell. Students participating attended four junior high schools with large percentages of minority group students. Four instructional patterns were compared. In each group seventh-grade classes were taught by their regular teachers on three days; on the remaining two days they were taught by (1) ninth-grade peer teachiers, (2) a mathematics specialist, (3) an exchange teacher, or (4) the regular teacher. Pre- and post-testing involved an achievement measure of basic skills, three nonverbal reasoning tests, and an attitude measure. Dunn's test was used to test hypotheses concerning change in these variables. Results indicated that students taught by peer teachers or by their regular teachers achieved more than those taught by specialists or exchange teachers. On two nonverbal measures peer-taught students scored higher than at least one comparison group. There were no differences on the attitudinal measure. Comparison of peer teachers with a control group on these measures yielded no differences. (SD)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A