Date Approved

5-11-2017

Embargo Period

5-11-2017

Document Type

Thesis

Degree Name

MA Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Accardo, Amy

Second Advisor

Kuder, Sydney J.

Subject(s)

Peer teaching; Learning-disabled teenagers--Education

Disciplines

Special Education and Teaching

Abstract

This single subject study utilized an ABAB design to investigate the effect of Classwide Peer Tutoring (CWPT) on vocabulary acquisition and critical thinking. Three special education students in an urban middle school social studies classroom participated in the study. During the intervention phases of this ten week study, students participated in CWPT sessions prior to taking ten questions quizzes consisting of eight vocabulary and two critical thinking questions. Students took turns performing the roles of tutor and tutee. The results of the present study demonstrated small growth in the group means for both vocabulary and critical thinking. Individual results varied with two of the three participants showing growth in the area of vocabulary acquisition from baseline to intervention phases. One participant showed consistent results across baseline and intervention phases. In the area of critical thinking, overall group means showed minor increases in critical thinking scores. Individual results were mixed, with only one of the three subjects showing consistent growth from baseline to intervention phases. The results for the other two participants were mixed and did not demonstrate a strong correlation between CWPT and an increase in critical thinking scores. Student satisfaction surveys showed a high level of satisfaction with the CWPT process.

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