Zobrazeno 1 - 10
of 44
pro vyhledávání: '"Francisco Alegre"'
Publikováno v:
Frontiers in Education, Vol 6 (2021)
This study presents the development and validation of a scale for Primary Education students that measures social well-being. A seven-factor structure was defined, with the factors being: achievement, cooperation, cohesion, coexistence, attitude towa
Externí odkaz:
https://doaj.org/article/e19c0857fbc6424f813720cb2aa27aaa
Publikováno v:
Mathematics, Vol 10, Iss 13, p 2360 (2022)
Peer tutoring in combination with math digital tools was employed with middle school students learning mathematics. A total of 112 students in 9th grade (14 to 15 years old) participated in the study. A pretest–posttest with control group design wa
Externí odkaz:
https://doaj.org/article/406cd9a179054214aff0b7b470a9eaf5
Autor:
Lidon Moliner, Francisco Alegre
Publikováno v:
Education Sciences, Vol 12, Iss 2, p 105 (2022)
COVID-19 restrictions in schools worldwide constitute an important limitation for peer support among students. The masks, the distance between tables or the established sitting order are new challenges that both students and teachers must face in Spa
Externí odkaz:
https://doaj.org/article/5b469625017d4dc8b2b48d1da8ee2bd9
Autor:
Lidón Moliner, Francisco Alegre
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
In this research the effects of reciprocal peer tutoring on students’ mathematics anxiety levels were examined. A pretest posttest with control group design was used at a public middle school in Spain. A total of 420 students in 7th, 8th, and 9th g
Externí odkaz:
https://doaj.org/article/5c8ecc0ba57948f686053f736ecd8ec7
Publikováno v:
SAGE Open, Vol 10 (2020)
Peer tutoring in Mathematics has reported academic benefits across many educational levels, from Preschool to Higher Education. However, recent literature reviews and meta-analysis state that students experience higher gains in Primary or Elementary
Externí odkaz:
https://doaj.org/article/65a64996390f49cebdf4b0b0faffec9e
Autor:
Lidon Moliner, Francisco Alegre
Publikováno v:
PLoS ONE, Vol 15, Iss 4, p e0231410 (2020)
The effects of peer tutoring on students' mathematics self-concepts were examined. The Marsh questionnaire was used to measure students' mathematics self-concepts before and after implementation of a peer tutoring program. A pretest posttest control
Externí odkaz:
https://doaj.org/article/985875a2edf5446c9fa1e9c36d3d9567
Publikováno v:
Heliyon, Vol 5, Iss 9, Pp e02491- (2019)
A literature review was undertaken to compile all data on peer tutoring in secondary education (7th to 12th grade) mathematics from existing articles. Data from 42 independent studies were included in this research. All data regarding participants' r
Externí odkaz:
https://doaj.org/article/6379adcc7705475798dce9376ae95964
Publikováno v:
Repositori Universitat Jaume I
Universitat Jaume I
Universitat Jaume I
In this study reciprocal peer tutoring was implemented in middle school mathematics classes for a six-month period. The effects of this methodology on students’ mathematics achievements, mathematics anxiety levels, attitudes towards mathematics, an
Publikováno v:
Proceedings of ADVED 2022- 8th International Conference on Advances in Education.
Publikováno v:
Proceedings of ADVED 2022- 8th International Conference on Advances in Education.