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dc.contributor.authorRoth, Mandy J.
dc.date.accessioned2021-09-07T21:53:28Z
dc.date.available2021-09-07T21:53:28Z
dc.date.issued8/2/2010
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5499
dc.description.abstractThis 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.
dc.titleThe Effects of Class Wide Peer Tutoring in the Algebra Classroom
dc.typethesis
refterms.dateFOA2021-09-07T21:53:28Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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