Date of Award:

5-2001

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Psychology

Committee Chair(s)

Carl D. Cheney

Committee

Carl D. Cheney

Committee

Gretchen Gimpel

Committee

Richard West

Abstract

Classwide peer tutoring (CWPT) procedures have been shown to substantially increase academic performance. Other positive outcomes, incidentally observed, include enhanced prosocial behaviors and increased appropriate interactions among peers. This study examined the direct effects of a CWPT program on peer relations and academic performance. A mixed first- and second-grade general education classroom participated in a CWPT spelling intervention with a comparable control classroom. The study consisted of three phases-Baseline (4 weeks), Intervention (6 weeks), and Follow-up (4 weeks). Dependent measures included sociometric peer rating scales and spelling test scores. Results were analyzed by determining mean change for each participant and each social status group for both experimental and control classrooms. The data indicate that CWPT positively influenced students' peer acceptance and improved spelling performance.

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