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The Effects of Peer‐Mediated Instruction in Mathematics for Students with Learning Problems: A Research Synthesis
Author(s) -
Kunsch Catherine A.,
Jitendra Asha K.,
Sood Sheetal
Publication year - 2007
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2007.00226.x
Subject(s) - learning disability , mathematics education , psychological intervention , inclusion (mineral) , at risk students , psychology , developmental psychology , social psychology , psychiatry
The purpose of this synthesis is to summarize the effectiveness of peer‐mediated interventions on the mathematics performance of both students with disabilities and those at risk for mathematics disabilities. Meta‐analytic techniques were used to calculate mean effect sizes for 17 studies that met inclusion criteria. Results indicate that peer‐mediated interventions in mathematics are moderately effective for improving students' mathematics performance. Also, findings are strongest for students at risk for mathematics disabilities, elementary‐aged participants, and mathematics computation content. Recommendations for future research and practical implications are discussed.