Abstract/Details

The effects of reciprocal peer problem-solving on the mathematics achievement, academic motivation and self-concept of "at risk" urban elementary students


1998 1998

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Abstract (summary)

In light of the growing need to identify and investigate methods that promote positive outcomes for diverse learners in urban settings, this study examined the effects of a Reciprocal Peer Problem Solving intervention (RPPS) and the contribution of Reciprocal Peer Tutoring and Problem Solving components on the mathematics performance, motivation, and self-concept of at-risk urban elementary school students. One hundred and four academically at-risk 3rd- and 4th-grade children participated in this study from a population of 230 public elementary school students in grades 3 and 4. Participants were assigned randomly to 1 of 4 conditions: RPPS, Problem Solving Only (PS), Reciprocal Peer Tutoring Only (RPT), and Control. Students in all conditions met twice weekly for 30-minute mathematics sessions over a 7-week period, which was preceded and followed by testing. Results indicated that RPPS students performed significantly higher than students in the Control condition on measures of computation and problem solving, and reported higher levels of academic motivation and academic competence. Students in the RPPS and PS conditions scored higher on measures of social competence than students in the RPT and Control conditions. Implications for elementary mathematics education in urban settings are discussed.

Indexing (details)


Subject
Educational psychology;
Elementary education;
Mathematics education
Classification
0525: Educational psychology
0524: Elementary education
0280: Mathematics education
Identifier / keyword
Education; problem-solving; urban education
Title
The effects of reciprocal peer problem-solving on the mathematics achievement, academic motivation and self-concept of "at risk" urban elementary students
Author
Ginsburg-Block, Marika Dayana
Number of pages
138
Publication year
1998
Degree date
1998
School code
0175
Source
DAI-A 59/04, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780591827781, 0591827786
Advisor
Fantuzzo, John W.
University/institution
University of Pennsylvania
University location
United States -- Pennsylvania
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
9829905
ProQuest document ID
304451320
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304451320
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