The Effects of Class Wide Peer Tutoring in the Algebra Classroom

Abstract

This study examines the effects of class wide peer tutoring ( CWPT) on the algebra classroom and the students' attitudes towards the new teaching strategy. Two integrated algebra classrooms and two algebra 1 classrooms were sampled. The study took place over a period of four weeks. Students were assessed through a weekly pretest and post-test. The CPWT groups also took a Likert scale survey at the end of the four weeks. No significant difference gains were shown in the group using CWPT versus independent practice. The students' feedback showed that they did enjoy using class wide peer tutoring in the classroom to help them learn.