<p>Learning can be defined as the process leading to relatively permanent behavioral change or potential behavioral change. In other words, as you learn, you alter the way you perceive your surroundings, the way you interpret any incoming stimuli, and as a result, you alter your interactions and behavior with others. Peer tutoring is an intervention which has been recognized by multiple research sources as a technique that when implemented appropriately, dramatic academic achievement may be achieved. Literature was collected from 1979 through 2012 using terms such as “peer tutoring,” “academic intervention” and “increase academic achievement”. The majority of participants that took part in the studies were at the elementary school level and many studies took place inside a classroom setting. However, some studies were geared towards private institutions and residences. Some studies focused their research on high school age students and adults. Interventions that were selected and incorporated into research were aimed towards an approach to increase student academics. The methods selected included play therapy, setting goals and peer tutoring. Multiple studies noted in their conclusion that there was a clear increase in academic achievement when peer tutoring is implemented into the classroom. Overall findings of the research have identified peer tutoring as one of the most effective intervention methods where students benefit positively in multiple areas. These areas include increased social approvals during unstructured free time as well as academic improvements across all subject areas. In the field of special education, Peer tutoring may be applied to collaborative classrooms in order to foster acceptance of all students. Research identified an increase in social approval when peer tutoring is used as an academic intervention. In a society where all students benefit from receiving a free and appropriate education it is essential to foster acceptance and a healthy learning environment. In turn, academic achievement will increase and the student will become more successful and attentive. </p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:1691023 |
| Date | 01 April 2015 |
| Creators | Conklin, Kristen |
| Publisher | City University of New York Queens College |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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