Date of Award:
Master of Science (MS)
Carl D. Cheney
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.
Spencer, Trina D., "Sociometric Change as a Function of Classwide Peer Tutoring" (2001). All Graduate Theses and Dissertations. 6158.
Copyright for this work is retained by the student. If you have any questions regarding the inclusion of this work in the Digital Commons, please email us at .