Abstract
This study was conducted to examine peer tutoring models in collaborative learning of mathematical problem solving (MPS) in flipped classrooms and their effect on group achievement. Quantitative data collected include 32 videos of eight groups of students in four MPS periods that were designed based on a simplified version of Polya’s four-stage model, and their worksheets completed in each period. The video data were coded based on a framework with low-level and high-level cognitive behaviors as well as management behaviors and were analyzed using lag sequence analysis from which three types of peer tutoring models were determined: organization-oriented, cognitive-supported, and cognitive-guided. ANOVA analysis showed that the groups with cognitive-guided tutors performed significantly better than the groups guided by cognitive-supported and organization-oriented tutors, between which the performance difference did not reach a significant level. The results of this study suggest that training provided to peer tutors should focus more on how to stimulate high-level cognitive thinking skills than on organization skills.
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Data availability
The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.
Change history
26 November 2022
Springer Nature’s version of this paper was updated: In PDF version, Figure 6 has been moved under “Appendix. A worksheet for group discussion” heading.
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All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by Yangyang Li, Zengzhao Chen, Jing Fang, and Chenyang Wang. The first draft of the manuscript was written by Yangyang Li. The review and editing of the manuscript was done by Xiuling He and Chunlian Jiang. All authors read and approved the final manuscript. This research was supported by National Natural Science Foundation of China (NSFC) for the Project “A Study on the Perception and Attribution Analysis of Learners' Higher-Order Thinking Activities” (No.: 61807012). We are grateful for the support from NSFC, National Intelligent Society Governance Experiment Base (Education), and Central China Normal University. Any opinions expressed herein are those of the authors and do not necessarily represent the funds' views.
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Appendix. A worksheet for group discussion
Appendix. A worksheet for group discussion
A worksheet for group discussion
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Li, Y., Jiang, C., Chen, Z. et al. Peer tutoring models in collaborative learning of mathematical problem solving and their effect on group achievement. Educ Inf Technol 28, 6595–6618 (2023). https://doi.org/10.1007/s10639-022-11429-2
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DOI: https://doi.org/10.1007/s10639-022-11429-2