This study investigated the differential impact of the structured peer tutoring and group reward components within a reciprocal peer-tutoring (RPT) intervention to enhance mathematics performance for students at risk for failure. Participating students were randomly assigned to four study conditions: 1) structure plus reward, 2) reward only, 3) structure only, and 4) no structure, no reward.
Effects of reciprocal peer tutoring on mathematics and school adjusttment: A component analysis
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