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ERIC Number: EJ746480
Record Type: Journal
Publication Date: 2006-Nov
Pages: 18
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-0663
A Meta-Analytic Review of Social, Self-Concept, and Behavioral Outcomes of Peer-Assisted Learning
Ginsburg-Block, Marika D.; Rohrbeck, Cynthia A.; Fantuzzo, John W.
Journal of Educational Psychology, v98 n4 p732-749 Nov 2006
Meta-analysis was used to examine social, self-concept, and behavioral effects of peer-assisted learning (PAL) interventions with elementary school students. An electronic search of PsycINFO and ERIC databases resulted in 36 relevant PAL studies. Overall, effect sizes were small to moderate across the 3 outcome variable domains. Both social and self-concept outcomes were positively correlated with academic outcomes. Specific PAL components--student autonomy, individualized evaluation, structured student roles, interdependent group rewards, and same-gender grouping--were related to effect sizes. PAL interventions were more effective for low-income versus higher income, urban versus suburban-rural, minority versus nonminority, and Grades 1-3 students versus Grades 4-6 students. Results suggest that PAL interventions that focus on academics can also improve social and self-concept outcomes.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A