This study assessed the effects of a home-based, parent involvement (PI) intervention and the combined effects of PI with reciprocal peer tutoring (RPT) on self-concept and mathematics achievement. Participating students were randomly assigned to one of three conditions: PI, PI+RPT, or practice control. Students in each condition participated in two 45-minute mathematics sessions per week over a 10-week period.
Effects of parent involvement in isolation or in combination with peer tutoring on student self-concept and mathematics achievement
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