ERIC Number: ED313252
Record Type: RIE
Publication Date: 1983-Jun
Daily Tutoring and/or Homework Assistance in Mathematics by Peers during the Regular School Day.
Mendel, Helen Ann
The effect of a tutorial and/or homework assistance program conducted by peers during the regular school day was investigated. Subjects were minority students from low socio-economic families. Student-tutors were assigned to provide 35 minutes of daily individualized assistance in mathematics, help that was not available in the home environment. Two groups of second-grade children who had failed to complete their homework assignments were selected. Four days per week the student-tutor helped five children in the experimental group with their homework assignments, and reviewed skills previously taught by the classroom teacher. Five children in the control group remained in their own classroom and studied independently. It was found that the children in the experimental group completed their homework every day, and they showed an overall growth in mathematics of 22 percent, whereas the children in the control group had an overall average growth of only nine percent after a 2-week period. Recommendations for student-tutoring programs are suggested. Appendices include an informal interview with the teacher; placement tests; module tests; individual pupil surveys regarding homework and attitudes; and a progress chart for growth. Lists 9 references. (YP)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum, Nova University.