Impact of Cross-Age Peer Tutoring on Academic Performance in High School Mathematics

Abstract

This examine investigates the effect of move-age peer tutoring on academic performance in high faculty mathematics. A blended-strategies technique became hired, related to quantitative analyses of pre- and publish-check rankings amongst tutees (N=60) and qualitative insights from interviews with tutors and tutees. Quantitative findings display a sizable improvement in mathematics rankings following the schooling program (p < 0.01), supported by way of regression and ANCOVA analyses demonstrating this system's independent effect on publish-take a look at scores. Qualitative information spotlight better confidence, conceptual knowledge, and motivation among individuals. Correlational analyses underscore the role of arithmetic tension and attitudes in educational overall performance. This research contributes to expertise effective academic interventions, emphasizing peer tutoring as a approach to beautify arithmetic gaining knowledge of in excessive college settings.