Using peer tutoring and manipulatives to improve mathematics education in elementary schools in Saudi Arabia

Abstract

The aim of this Randomised Controlled Trial (RCT) study was to research, pilot, test and develop mathematical pedagogies to improve attainment in schools in Saudi Arabia. The pedagogies explored included the use of manipulatives and peer learning. The thesis reports an investigation using a factorial design of the effects of incorporating peer and resource-led learning into teacher pedagogies.
It examined the effects of using peer tutoring and manipulatives, both separately and together, on the mathematical education of fourth grade students (aged 10 and 11) in elementary schools in AlAhsa city in Saudi Arabia, with regard to (a) attainment in mathematics, (b) attitudes towards learning mathematics, (c) attitudes towards learning partners and (d) the students’ social relationships. Twenty-four classes were randomly chosen and assigned to different groups. One control group of six classes was taught as usual, and six classes were assigned to each of three experimental groups: that is, six each to the manipulatives group, the peer tutoring group and the group using peer tutoring and manipulatives together. Each experimental group undertook a 12-week programme in the fractions and decimals sections of the fourth grade elementary school mathematics curriculum. The research methods and materials were initially developed during a pilot study involving 8 classes of fourth grade students (aged 10 and 11) in elementary schools in AlAhsa city.
The results of this RCT suggested that the use of peer tutoring and manipulatives, separately and together, significantly affected the mathematical education of those students regarding their attainment, attitudes towards learning mathematics, attitudes towards their learning partners and social relationships. The results also showed that the improvement in the students’ social relationships predicted their attainment scores.
Suggestions for further research into the effects of using peer tutoring and manipulatives, both separately and together, on mathematical education in elementary schools, are also made.