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ERIC Number: EJ1132184
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-1049-4820
Learning Behaviours of Low-Achieving Children's Mathematics Learning in Using of Helping Tools in a Synchronous Peer-Tutoring System
Tsuei, Mengping
Interactive Learning Environments, v25 n2 p147-161 2017
This study examined the effects of low-achieving children's use of helping tools in a synchronous mathematics peer-tutoring system on the children's mathematics learning and their learning behaviours. In a remedial class, 16 third-grade students in a remedial class engaged in peer tutoring in a face-to-face synchronous online environment during a 7-week period. In comparison to their 18 counterparts in the control group, the students in the experimental group had a very significant gain in the mathematics learning. The helping tools, especially the indicating errors function requested by the tutee to the tutor, had significant effects on learning achievement for low-achieving children. The tools also facilitated the tutor's demonstration of solutions, indicating errors and the provision of guided instruction. Several patterns of peer-tutoring behaviour in face-to-face online peer-tutoring sessions were identified. The findings support the effectiveness of the helping tools in enhancing children's tutoring behaviours in a face-to-face online peer-tutoring environment.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A