The effects of reciprocal peer problem-solving on the mathematics achievement, academic motivation and self-concept of ``at risk'' urban elementary students
In light of the growing need to identify and investigate methods that promote positive outcomes for diverse learners in urban settings, this study examined the effects of a Reciprocal Peer Problem Solving intervention (RPPS) and the contribution of Reciprocal Peer Tutoring and Problem Solving components on the mathematics performance, motivation, and self-concept of at-risk urban elementary school students. One hundred and four academically at-risk 3rd- and 4th-grade children participated in this study from a population of 230 public elementary school students in grades 3 and 4. Participants were assigned randomly to 1 of 4 conditions: RPPS, Problem Solving Only (PS), Reciprocal Peer Tutoring Only (RPT), and Control. Students in all conditions met twice weekly for 30-minute mathematics sessions over a 7-week period, which was preceded and followed by testing. Results indicated that RPPS students performed significantly higher than students in the Control condition on measures of computation and problem solving, and reported higher levels of academic motivation and academic competence. Students in the RPPS and PS conditions scored higher on measures of social competence than students in the RPT and Control conditions. Implications for elementary mathematics education in urban settings are discussed. ^
Education, Mathematics|Education, Elementary|Education, Educational Psychology
Marika Dayana Ginsburg-Block,
"The effects of reciprocal peer problem-solving on the mathematics achievement, academic motivation and self-concept of ``at risk'' urban elementary students"
(January 1, 1998).
Dissertations available from ProQuest.