Classwide Peer Tutoring With or Without Competitive Reinforcement: Impact on Academic Growth and Intrinsic Interest

Author

Dale R. De Weerd

Date of Award

7-2003

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

John Van Dyk

Abstract

This study examined the effects of Classwide Peer Tutoring on students' academic gains and intrinsic interest in two fourth-grade math classes under two conditions-c-with competitive reinforcement (CWPT + CR) and without competitive reinforcement (CWPT - CR). Extending spelling CWPT research of C. C. Cheung and S. Winter (1999), this study utilized an adapted multiplication pretest and posttest and the Attitude Toward Mathematics Scale, developed by Peterson (1978). Study results showed a lack of statistical significance regarding group differences at posttest. However, due to traditional CWPT's impact on classroom atmosphere, peer perception, and learning focus, the investigator recommends eliminating competitive reinforcement for use in a Christian, collaborative classroom.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

Recommended Citation

De Weerd, Dale R., "Classwide Peer Tutoring With or Without Competitive Reinforcement: Impact on Academic Growth and Intrinsic Interest" (2003). Master of Education Program Theses. 71.
https://digitalcollections.dordt.edu/med_theses/71