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Peer-Assisted Learning Interventions With Elementary School Students: A Meta-Analytic Review

Peer-Assisted Learning Interventions With Elementary School Students: A Meta-Analytic Review A meta-analytic review of group comparison design studies evaluating peer-assisted learning (PAL) interventions with elementary school students produced positive effect sizes (ESs) indicating increases in achievement (unweighted mean ES = 0.59, SD = 0.90; weighted ES, d = 0.33, p <.0001, 95% confidence interval = 0.29–0.37). PAL interventions were most effective with younger, urban, low-income, and minority students. Interventions that used interdependent reward contingencies, ipsative evaluation procedures, and provided students with more autonomy had higher ESs. Adequate descriptive information was missing in many studies. Researchers are encouraged to develop PAL interventions in collaboration with practitioners to maximize those interventions' use and effectiveness and to include more detailed information about students, schools, and intervention components in their reports. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Psychology American Psychological Association

Peer-Assisted Learning Interventions With Elementary School Students: A Meta-Analytic Review

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Publisher
American Psychological Association
Copyright
Copyright © 2003 American Psychological Association
ISSN
0022-0663
eISSN
1939-2176
DOI
10.1037/0022-0663.95.2.240
Publisher site
See Article on Publisher Site

Abstract

A meta-analytic review of group comparison design studies evaluating peer-assisted learning (PAL) interventions with elementary school students produced positive effect sizes (ESs) indicating increases in achievement (unweighted mean ES = 0.59, SD = 0.90; weighted ES, d = 0.33, p <.0001, 95% confidence interval = 0.29–0.37). PAL interventions were most effective with younger, urban, low-income, and minority students. Interventions that used interdependent reward contingencies, ipsative evaluation procedures, and provided students with more autonomy had higher ESs. Adequate descriptive information was missing in many studies. Researchers are encouraged to develop PAL interventions in collaboration with practitioners to maximize those interventions' use and effectiveness and to include more detailed information about students, schools, and intervention components in their reports.

Journal

Journal of Educational PsychologyAmerican Psychological Association

Published: Jun 1, 2003

References