The role of frequency and cross-ability peer tutoring on student performance in a collegiate, developmental mathematics classroom
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This study examines the differences between spacing of instruction and the classroom involvement of a cross-ability peer tutor on mathematical achievement in a developmental mathematics course. Grounded in spacing effect theory, this study examines how variations in the frequency of instruction affect student learning. The study consists of two segments conducted sequentially, specifically a quantitative analysis that was further supported by a qualitative inquiry. Results of the strong quasi-experimental study show that the mathematical achievement of students whose class met once per week for ...