Acceso usuarios
Kim Chau Leung
Previous meta-analyses on peer tutoring have mainly included studies using treatment-control/comparison design and excluded studies that adopted pre-test-post-test design. However, some recent meta-analyses on other interventions adopting pre-test-post-test design revealed that certain crucial intervention moderators should be considered when examining their effectiveness. Hence, the present investigation used 36 peer tutoring studies that adopted single group pre-test-post-test design to examine the mean effect sizes and identify certain crucial moderators on tutees’ academic achievement. Compared with previous meta-analytic studies of peer tutoring, which used treatment-control/comparison design, the results of the present study indicated that similar moderators were found. Moreover, it can provide additional support for role theory. Implications for school practices and for overcoming the limitations of previous meta-analyses that adopted treatment-control/comparison design are discussed.
