Because we don’t learn much alone: an experience of reciprocal peer tutoring in primary education
Abstract
This paper presents a research study that explores the potential of reciprocal peer tutoring as a cooperative learning method. The aim of this study is to check if improvements are registered in variables such as academic achievement, self-concept and attitude of solidarity after the method was applied. We used a quasi-experimental pretest-posttest design to analyze the results obtained via questionnaires, and a descriptive transactional design to analyze the information gathered in focus groups. Questionnaires were administered to 3rd grade students of Valencian language at El Palmeral Pre-school and Primary Education School in Benicassim (Castellón, Spain). The results reveal great student satisfaction with this modus operandi in the classroom, a statistically significant impact upon academic achievement, and qualitative improvements in student self-concept and attitude of solidarity.
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