The Effects of Peer-Assisted Learning Strategies Math on Elementary School Students: A Meta-Analysis

• In Event: Poster Session 7
  In Poster Session: Mathematics Curriculum and Instructional Practice

Abstract

The goal of this meta-analysis was to assess the overall effects of the Peer-Assisted Learning Strategies Math (PALS Math) intervention on elementary school students in grades K-5 in light of its time and monetary investments to help practitioners make an informed decision on its use. Five published studies that met rigorous eligibility criteria to ensure validity were found and coded. The meta-analysis produced a positive random-effects weighted standardized mean effect size (ES) that was based on post-test mathematics achievement scores (g = 0.21, p < .01). In light of the low time and monetary cost of PALS Math, practitioners are cautiously encouraged to adopt it. Effects are further examined in the context of implementation fidelity and heterogeneous student ability levels.

Author

• Evan Crossfield Sommer, Vanderbilt University