Date of Award

5-2012

Document Type

Open Access Dissertation

Degree Name

Doctor of Psychology (PsyD)

Department

Psychology

First Advisor

Rachel Brown PhD

Second Advisor

Mark W. Steege PhD

Third Advisor

David L. Silvernail PhD

Keywords

Peer-assisted learning strategies, mathematics, middle school, PsyD

Abstract

In an attempt to validate and expand the potential application of PALS for math in a wider variety of settings, this research study examined the effects of implementing a modified version of PALS for math with seventh grade students in regular education mathematics classes. Utilizing a pre-post group design with a nested within-subject ABC single case design, the results of this study suggested that an adaptation of PALS for math for seventh grade students resulted in significant improvement in posttest mathematics computation performance within the experimental group when their pretest mathematics computation scores were considered as covariates. When comparing the performance of lower performing and higher-performing students, lower performing students demonstrated higher average weekly ROI in comparison to higher-performing students. The results of this study suggest that implementing an adaptation of PALS for math with seventh grade students systematically provides opportunities for all students to engage in mathematical computation practice and provides students with high levels of error correction and feedback. PALS for math provides educators with a supplementary intervention that helps to support groups of students with diverse levels of mathematics achievement. The limitations and implications for future research are considered.

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