Effect of Peer and Cross-Age Tutoring on Mathematics Achievement and Interest of Underachieving Gifted Students

Abstract

Underachievement in the mathematics of gifted students is a disturbing issue that calls for urgent intervention. This study, therefore, investigates the effects of peer and cross-age tutoring as intervention strategies on the mathematics achievement and interest of gifted students. The pretest-posttest control group experimental research design was adopted and three null hypotheses were tested. Fifty underachieving gifted students participated in the study. The study lasted for 12 weeks. Analysis of Covariance (ANCOVA) was used to analyze the data collected. Findings show that peer tutoring and cross-age tutoring are both effective in enhancing the achievement and interest in mathematics of underachieving gifted students. There is also a significant differential effect between peer and cross-age tutoring. Based on the findings, it was recommended that Mathematics teachers should adopt peer and cross-age tutoring to enhance interest and achievement in mathematics of gifted students.

Keywords

• Gifted Students
• Mathematics Underachievement
• Mathematics
• Peer Tutoring
• Cross-Age Tutoring

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