• The impact of Classwide Peer Tutoring for students with emotional or behavior disorders.

      Jo, Alex (2015)
      This study investigated how ClassWide Peer Tutoring can be effective for students with Emotional or Behavioral Disorders. This research was a quantitative study and followed an A-B-A design, where the first A was the initial baseline observations, B was the ClassWide Peer Tutoring intervention, and the second A was the baseline reintroduced after the intervention was withdrawn. The study was six weeks and each phase of the research design was for two weeks with two observations each week. The study examined data from a single subject participant with Emotional or Behavioral Disorders in an 8th grade mathematics class. Results from this study found on-task behaviors increased while off-task behaviors decreased when ClassWide Peer Tutoring was implemented during intervention. In addition to improved behavior, academic accuracy was better with ClassWide Peer Tutoring. Implications for further research include lengthening the research study to an A-B-A design and examining the differences between student thought incentives and teacher incentives.
    • The impact of peer tutoring strategies on student learning in social studies.

      Costantini, Scott T. (2015)
      This study investigated how Class Wide Peer tutoring (CWPT) impacted student knowledge and students’ ability to better relate course material to historical themes in an 8th grade social studies classroom. Located in an urban school in Western New York, the classroom was composed of 18 students, eight males and ten females. The mixed method study sought to answer the following central research questions: What effect does CWPT have on students’ academic performance in social studies measured by weekly vocabulary quizzes? What effect does CWPT have on students’ ability to link content to one another using a common theme? Is there a difference in students’ test scores when CWPT is combined with a group oriented motivator compared to a team oriented motivator? What are student’s perceptions of the effectiveness of CWPT and how do these perceptions relate to the finding of the study? Using a mixed method single baseline design, weekly quizzes were given at the end of each intervention for seven weeks. Findings demonstrated that CWPT had a positive impact on student’s content knowledge and on a student’s ability to link course content to historical themes. CWPT was also found to be positively correlated with the academic performance of the 8th grade student’s social studies measured by the weekly quizzes. Findings concluded that there was no statistically significant difference between the group oriented motivators and the team oriented motivators.. The student’s response on a Likert scale-based survey showed that the majority of students believed they were learning more because of CWPT, which is consistent with the data collected during the interventions.