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 included scores on academic tasks, student surveys, student reflection journal entries, teacher observation field notes, and behavior checklists. Similar data types were collected for ten days after peer-tutoring was initiated. Student scores on most academic tasks were higher after peer tutoring, with the exception of scores on the unit assessment. More students completed homework after peer-tutoring. 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."
