ArticleFrontiers in psychology2020
Peer Tutoring Effects on Students' Mathematics Anxiety: A Middle School Experience.
Article in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers, 1 of them a synthesis that pooled it.
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Who cites it
3 citing papers in PubMed, 1 synthesis or guideline pooled it, 36 citations in OpenAlex.
- What shapes mathematics anxiety in K-12 education? A scoping review of research from 2019 to 2025.Frontiers in psychology · 2026Pooled it
- Student Engagement in Mathematics Flipped Classrooms: Implications of Journal Publications From 2011 to 2020.Frontiers in psychology · 2021Review
- A Constructivist Intervention Program for the Improvement of Mathematical Performance Based on Empiric Developmental Results (PEIM).Frontiers in psychology · 2020Article
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Authors and funding
2 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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 grades participated in the study, of which 215 were female and 205 were male. Students were randomly assigned and equally distributed by course grade (140 in each course grade) and experimental condition (210 in the experimental group and 210 in the control group). Quantitative data were gathered using the Mathematics Anxiety Scale developed by Chiu and Henry (1990). Qualitative information was gathered during eight focus group sessions that were held with students. Two main factors were analyzed using the quantitative and qualitative information: mathematics learning anxiety and mathematics evaluation anxiety. Results were analyzed by gender and course grade. Statistically significant improvements were reported for both male and female students in the experimental group and for each course grade for both factors. No statistically significant differences were reported for students in the control group in any case. A moderate effect size was reported for mathematics evaluation anxiety (Hedge's
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