%0 Journal Article
%T An updated meta
%A Kim Chau Leung
%J School Psychology International
%@ 1461-7374
%D 2019
%R 10.1177/0143034318808832
%X Meta-analyses on the effect of peer tutoring have rarely examined the effect of peer tutoring on tutors¡¯ academic gain. Some previous analyses are dated and have methodological or theoretical limitations. Hence, there is a compelling need to fill this gap by conducting an updated and comprehensive meta-analysis for identifying certain determinants of best practices for peer tutoring on tutors¡¯ academic achievement in the present study. Additionally, role theory and equity theory in peer tutoring were tested. The present meta-analytic study examined 16 articles using The comprehensive meta-analysis software programme and SPSS macro for analyses. It was found that the weighted mean effect size was 0.43 (p£¿<£¿0.001). Moreover, the crucial parameters for optimizing the effectiveness of peer tutoring interventions are identified as follows: Tutees with low academic ability; tutors coming from secondary school; fewer tutor training sessions per week; shorter tutor training time per session; choosing mathematics as subject content; random assignment of tutees and tutors; structured peer tutoring; same-age non-reciprocal peer tutoring; same-sex dyad grouping; and more weekly tutoring sessions but longer tutoring time for each session
%K achievement
%K best practice
%K meta-analysis
%K peer tutoring
%K tutor
%U https://journals.sagepub.com/doi/full/10.1177/0143034318808832