Document Type

Conference Proceeding

Disciplines

Education

Abstract

Peer tutoring (PALS) is an instructional strategy where peers act as “instructional agents” for fellow students. In this study, 10 high school biology students participated in a ten day peer-tutoring intervention to determine whether peer tutoring would 1) facilitate student academic success, 2) enhance student focus as well as engagement in biology class, and 3) favorably affect students’ behavior in class leading to fewer off- task behavioral problems. Baseline data and post-intervention data included scores on academic tasks, student surveys, student reflection journal entries, teacher observation field notes, and behavior checklists. Student scores were higher after peer-tutoring, with the exception of scores on the unit assessment. After peer-tutoring, off-task behavior in class was reduced. Most students “agreed strongly” that working with peers led to greater understanding, better focus on -task, and more enjoyment in studying biology.

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