PROMOTING SUCCESS IN MATH AND SCIENCE
THROUGH PEER TUTORING
Carrie Jones, Ph.D., NBCT
Wake County
Middle Creek High School
Introductions
Program: Using Action Research
To Empower North Carolina Educators
A Race to the Top Initiative
NC Department of Public Instruction
Educator Effectiveness Division
What is Action Research?
•
•
•
Systematic inquiry
Conducted by teachers
Seek solutions for critical, challenging, relevant
issues in their schools.
Mills, Geoffrey E, Action Research: A Guide for the Teacher
Researcher, 2014
What is Action Research?
Main Goals:
•Positively impact student outcomes
•Identify and promote effective instructional
practices
•Create opportunities for reflection
•Share research results with other educators
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher,
2014
What is Action Research?
Steps Include:
● Identify an area of focus (critical, challenging
issue)
●
●
Develop an action research plan
Implement action research plan in
classroom/school
●
Collect, analyze, and interpret data
●
Share findings to inform practice
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014
PROMOTING SUCCESS IN MATH AND
SCIENCE THROUGH PEER TUTORING
Purpose:
- Examine academic impact of a Math & Science
tutoring and support center for underclassmen.
Rationale:
- Previous year’s school-wide data / failure rates
- Research on graduation rates / 9th grade
- Professional Experience
PROMOTING SUCCESS IN MATH AND
SCIENCE THROUGH PEER TUTORING
Discussion Questions:
* What do you see as the advantages/disadvantages
of a peer tutoring program?
* Do any of you have such a program at your
school?
What Does Peer-Reviewed
Research say about my focus area?
•Peer tutoring can meet the demands of 21st
century skills through cooperation,
communication, creativity, and collaboration
(Starr, 2009)
•Both the peer tutor and student being tutored
benefit (Roscoe, 2007)
•There are suggested best practices for peer
tutoring success (Jenkins & Jenkins, 1987)
PROMOTING SUCCESS IN MATH AND
SCIENCE THROUGH PEER TUTORING
Discussion Questions:
* What do you think some of those best practices
might be for a peer tutoring center?
* If you don’t have one at your school, how would
you go about setting it up?
Peers can be the best teachers,
because they're the ones that
remember what it's like to not
understand.
Peter Norvig
Secondary Goal (leadership):
Support clubs, promote future
teachers, OCS hours
Make Knowledge Public
Analyze/Interpret Data
In order to support
underclassmen in
Math/Science, a peer tutoring
center was created.
Collect Data
Primary Goal (service):
Innovation/Intervention
Action Research Plan
Focus Statement
* Eliminated based on time
Make Knowledge Public
Analyze/Interpret Data
* Started project with trying
to incorporate study skills
Collect Data
Examine the academic
impact of a Math & Science
tutoring and support center
for underclassmen.
Innovation/Intervention
Action Research Plan
Purpose of the Study
• Relevant club advisors
• (Special Education/ ESL
expressed interest on
different levels)
Make Knowledge Public
• Math/Science teachers
Analyze/Interpret Data
• Under class students who
needed tutored
Collect Data
• Upper class tutors
Innovation/Intervention
Action Research Plan
Study Participants
Participants
(*each party’s interest/
benefit)
Make Knowledge Public
Communication Efforts
Analyze/Interpret Data
School Participation Level
Collect Data
Structure of the Center
(location, time, records)
Innovation/Intervention
Action Research Plan
Study Variables
• Social Skills Benefits?
• Leadership Benefits?
Make Knowledge Public
Analyze/Interpret Data
• (Modified During Study)
Study Skills or Attitudes
Benefits?
Collect Data
• Academic Benefits?
Innovation/Intervention
Action Research Plan
Research Questions
Wednesday After School
(2:30-3:30PM)
September 2014 - present
Make Knowledge Public
Tuesday/Thursday Morning
(6:45AM – 7:20AM)
Analyze/Interpret Data
Peer Tutoring Center Open 3
Days a Week:
Collect Data
Innovation/Intervention
Action Research Plan
Innovation/Intervention
Make Knowledge Public
• Peer Tutor Endorsement
from Math/Science Teacher
• Doodle Polls -Commitment
• Sign In Sheet
• Evaluation of Services
• Bus Passes
• Peer Tutor ID Badges
Analyze/Interpret Data
Structures:
Collect Data
Innovation/Intervention
Action Research Plan
Implementation in the
Classroom
Innovation/Intervention
Action Research Plan
Structures:
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Implementation in the
Classroom
Make Knowledge Public
•Announcements, Website
•PTSA newsletter
•Posters (OCS students)
•Club advisors (any club
needing service hours)
•Math/Science teachers, SPeD
and ESL teachers
* Peer Tutor Ambassadors
Analyze/Interpret Data
Communications:
Collect Data
Innovation/Intervention
Action Research Plan
Implementation in the
Classroom
Make Knowledge Public
http://gtnpd95.ncdpi.wikispa
ces.net/About+the+Project
Analyze/Interpret Data
•Link to GTN Wiki
(work in progress)
Collect Data
Innovation/Intervention
Action Research Plan
Implementation in the
Classroom
Make Knowledge Public
Tutor Interest Applications
Attendance Data (Tutors and
Attendees)
• Evaluation of Services slips
• Comments from teachers,
parents, students
• End of semester 3 question
PTC survey (math/science
classes)
(Modified During the Study)
* Math/Science Attitude Surveys
* Had access to 8th grade
achievement data for identifying
•
•
Analyze/Interpret Data
Data Collected
Innovation/Intervention
Action Research Plan
Data Collected
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Action Research Plan
Make Knowledge Public
Findings:
Tutors- Tracking Parcipants
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Action Research Plan
45 Applications
72% Female
28% Male
Gender of Tutors
28%
72%
Female
Male
Make Knowledge Public
Findings
Tutor Demographics
37% Senior, 28% Junior,
35% Honors Sophomores
Grade Level of Tutors
35%
37%
28%
12th
11th
10th
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Action Research Plan
Findings
Tutor Grade Levels
1. Science National Honor
Society
2. National Honor Society
3. National Achievers
Society
4. Math National Honor
Society
5. Key Club
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Action Research Plan
Findings: Club Participation
I have enjoyed tutoring because it hasn't been a huge
time commitment but I still feel like I am able to help
someone in that small amount of time. I think it's helpful for
students to come to peer tutoring because they can have a
fresh perspective on how to solve a math problem or look at
a concept. If a student does not understand a concept the
way a teacher taught it to them, I have found from
experience, that it is easier to get help from someone else
who can tell you the same thing in a new way.
As someone who only semesters ago was in the same
classes and had the same questions, I try to explain the
material in a way that I would've wanted someone to
explain it to me when I was in the class. I've learned a little
bit about people through tutoring, because when I tutor I
usually tutor the same few people.
This to me means a lot of people are hesitant to come
get help, because I know there are more than 3 people in
the school struggling in class, but I know if they did
come they would leave with a better understanding then
when they came. However the idea of being tutored has
tended to develop a negative connotation and changing
that is difficult. A career in teaching probably isn't in my
future but you never know!
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Action Research Plan
Findings
Tutor Experience from “Sydney”
138 students
86% tutors
14% those needing services
Attendance Peer Tutoring
20
14%
118
86%
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Action Research Plan
Findings: Attendance of
Tutors vs. Those Needing
Tutored
I used the tutoring center
because I am not good at
math and I feel that my
teacher doesn't teach/explain
things very well . The tutors
seem to understand/explain it
better.
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Action Research Plan
Findings: Evaluation of
Services - Math
I used the tutoring center
because…
• the teacher assigned it.
• I missed 3 days of school.
• this stuff is annoying and
confusing.
• my grades were not has high
as they should be.
• I was forced to by Ms.__. If I
didn’t, I would get lunch
detention.
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Action Research Plan
Findings: Evaluation of
Services - Math
I used peer tutoring because…
• sometimes teachers or other
resources are available at the
time to help me with any work
• I don’t understand what we do
in class.
• Science is not easy for me to
understand so I come for help.
• I was failing and felt like I
needed help.
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Action Research Plan
Findings: Evaluation of
Services - Science
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•
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•
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I don’t need it
Forgot about it
No time
Don’t want to
Didn’t know about it
Prefer the teacher
I don’t know
I use the Internet
Friend/Family member
helps me
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Action Research Plan
Findings: Math Reasons for
Non-Attendance
• More advertising
• Teacher made it
mandatory
• Teacher talked about it
more
• Have more times open
• Snacks/Food/Candy
• Extra credit
• They could get home
sooner
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Action Research Plan
Findings: Math Students
Would Attend If…
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•
•
•
•
•
•
•
•
•
Don’t need it
Forgot about it
Don’t want to
I’m not taking math right
now
Didn’t know about it
Prefer the teacher
I work/band/sports
Transportation
I don’t know
I have CA class
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Action Research Plan
Findings: Science Reasons
for Non-Attendance
• More advertising
• They felt more
comfortable with it
• It were mandatory
• Classes were harder
• Snacks/food
• Teachers talked about it
more
• Extra credit
• It were during lunch
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Action Research Plan
Findings: Science students
would attend if…
• Whole department buy in
• Advertise in a variety of
formats
• Communication
• Times the PTC is open
matters
• Find win-win for tutors
and clubs
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Action Research Plan
Recommendations:
Structures and Processes
• Student ownership of the
program
• Offer variety of times/ sign
-ups
• Communication with Club
Advisors/Service Hours
• Tutor recognition
• Share findings / good
news.
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Action Research Plan
Recommendations: Tutor
Recruitment & Retention
• Whole dept. buy-in / role of the
teacher
• Offer options for the teacher to
make it win-win
• Notify ESL/SpEd teachers,
Guidance
• Option for after school detention?
• 5 Min. Tutor Class Visits
• Attendance Communication
• ? Rewards
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Action Research Plan
Recommendations:
Underclass student
participation
Discussion
•What are some ways you would have gone about
doing things differently to maximize success?
•Were any of the findings surprising?
•Do you think you would try to start a peer tutoring
program at your school or change anything to
your current program based off of this study?
References
•Cottrell, S. (2013). The study skills handbook. Palgrave McMillan: New York.
•Jenkins, J.R. & Jenkins, L.M. (1987). Making peer tutoring work. Educational Leadership,
44 (6), 64-68.
•Romano, P. & Walker, J. (2010). Bio-buddies: Peer tutoring as an instructional strategy.
Northern Educational Research Association: Connecticut.
•Roscoe, R.D. & Chi, M.T.H. (2007). Understanding tutor-learning: Knowledge-building and
knowledge-telling in peer tutors’ explanations and questions. Review of Educational
Research, 77 (4), 534-574.
•Starr, S.A. (2009). Peer tutoring as an effective instructional strategy to promote a
collaborative environment with learning as a social process to enhance reading
achievement: Students as teachers, teachers as facilitators. (Unpublished doctoral
dissertation). Northern Michigan University, Michigan.
Conclusion of Presentation
•Thank you for your participation.
Contact Information:
Name: Dr. Carrie Jones
School/District: Middle Creek H.S. /Wake Co.
Phone: 919-773-3838 (W)
Email: cjones4@wcpss.net
Website:
http://gtnpd95.ncdpi.wikispaces.net/About+the+Project