Acquisition and Transfer Effects of Classwide Peer-Assisted Learning Strategies in Mathematics for Students with Varying Learning Histories

Abstract

This study sought to examine effects of classwide peer-assisted learning strategies (PALS) in mathematics incorporating the use of curriculum-based measurement on the acquisition and transfer learning of three types of students. We randomly assigned 40 general educators to two treatments: with and without PALS on a mathematics operations curriculum. Within each classroom, we pre-and posttested the mathematics operations (i.e., acquisition) and concepts/applications (i.e., transfer) performance of an average-achieving student, a low-achieving student, and a student with an identified learning disability. Analyses of variance indicated superior mathematics growth for students in the PALS condition. Patterns in the data, however, suggested the need for additional research on low-achieving and learning disabled students' transfer from the operations tutoring content to the broader mathematics curriculum and on the effects of PALS on conceptual and applications portions of the mathematics curriculum.

Additional information

Notes on contributors

Lynn S. Fuchs

Lynn S. Fuchs, PhD, received her doctorate from the University of Minnesota in 1981. She currently is Professor in the Department of Special Education at Peabody College of Vanderbilt University. Her research focuses on the use of assessment information for enhancing instructional decision making.

Douglas Fuchs

Douglas Fuchs, PhD, is Professor of Special Education at Peabody College, Vanderbilt University. Having received his doctorate from the University of Minnesota in 1978, his research interests include strategies for assisting general educators for accommodating student diversity.

Norris B. Phillips

Norris B. Phillips, BS, was Project Coordinator at Peabody College of Vanderbilt University where she received her degree in special education. She currently is a researcher at Washington Research Institute, where she is studying school reform and students with disabilities.

Carol L. Hamlett

Carol L. Hamlett, MA, is Research Associate at Peabody College of Vanderbilt University. Her research focuses on the use of computers to help teachers make better instructional decisions.

Kathy Earns

Kathy Karns, MA, received her degree in special education at Peabody College, Vanderbilt University in 1993. She currently serves the role of Teacher at Vanderbilt, where she consults with colleagues in the schools in their implementation of curriculum-based measurement and peer-assisted learning strategies.