Helping Strategy Support in Synchronous Peer Tutoring System for Children

This study described the helping tools added to the synchronous peer tutoring system for elementary students. There were 34 third-grade students in two remedial classes participating in this study for seven weeks. The results of repeated-measures analysis of variance indicated that students in the e...

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Bibliographic Details
Main Author: Mengping Tsuei
Format: Conference Proceeding
Language:English
Subjects:
Analysis of variance
Computers
Education
elementary students
mathematics learning
Mobile communication
peer tutoring
Programming profession
synchronous system
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Summary:This study described the helping tools added to the synchronous peer tutoring system for elementary students. There were 34 third-grade students in two remedial classes participating in this study for seven weeks. The results of repeated-measures analysis of variance indicated that students in the experiment group had significant learning gains. In addition, the helping strategy tools effectively improved children's mathematics performance.
ISSN:2161-3761
2161-377X
DOI:10.1109/ICALT.2015.20