M.A. in Learning Disabilities
Interdisciplinary and Inclusive Education
College of Education
Homework; Middle school students; Peer teaching
Disability and Equity in Education
The purpose of this study was to determine if the students in the after-school peer tutoring/homework help club made greater academic gains when compared to students who did not participate in the after-school program as measured by their grade point average.
The subjects of this study were 30 fifth, sixth, and seventh grade students from a one school district in a rural southern New Jersey town. Fifteen students were enrolled in the after-school program. Fifteen students did not attend the after-school program. Grade point averages were calculated for both groups at the end of marking periods one and two. A comparison was made both within the treatment group and between the treatment group and the control group to determine the difference in gains made by each group.
Results indicate a positive mean gain within the treatment group. Mean grade point averages increased as the number of sessions increased. Although the mean grade point average of the treatment group fell below that of the control group, the control group did not indicate any positive gains.
The findings of this study indicate no meaningful difference in the gains made by the treatment group. The treatment group made positive gains with no regression in either group.
Symanski, Karen S., "A study of the effectiveness of an after-school peer tutoring/homework help program" (2001). Theses and Dissertations. 1608.