The Differential Effects of Peer Tutoring and Peer Tutoring with a Group Contingency on the Spelling Performance and Disruptive Behavior of Fourth-grade in a general education classroom
Abstract
Achievement gains from peer tutoring have been shown to be superior to those
from traditional teacher instructional strategies. Due to the requisite high response rates,
students remain actively engaged with academic materials and evidence greatly reduced
levels of disruptive behavior. The purpose of this study was to investigate the effects of a
class-wide peer tutoring system and an interdependent group contingency on the
spelling/reading performance and the disruptive behaviors of targeted fourth-grade
students. An ABCBC design was implemented to demonstrate the differential effects of
peer tutoring alone and in combination with the interdependent group-oriented
contingency. The group contingency was put in place throughout the school day to assess
its effects on the students' behavior during non-peer tutoring periods. During the peer
tutoring phases, students achieved higher spelling quiz scores and displayed lower levels
of disruptive behaviors than during baseline. When the interdependent group contingency
was introduced, disruptive behaviors declined even further during the peer tutoring
sessions and began to decline during non-peer tutoring periods. The interdependent group
contingency appeared to have modest effects on the students' spelling performance. The
study findings and consumer responses to the questionnaires indicate that the use of
effective instructional and behavior management procedures such as peer tutoring and
interdependent group contingencies can produce beneficial outcomes for low-achieving
elementary-aged urban learners.
Citation
Doctor of Philosophy in the Graduate School of The Ohio State UniversityCollections
- Faculty of Education (FEd) [5964]