A comparison of four error correction procedures used in peer tutoring of multiplication facts

Because math fact problems are components of more complex arithmetic reasoning and computation, both speed and accuracy in responding to math facts are important. Peer tutoring is sometimes used to achieve the desired automatization of basic math skills. Peer tutoring incorporates several variables which have been shown to be positively correlated with student achievement, including active student participation, high rates of academic engaged time, monitoring of student performance to ensure all errors are corrected, and effective time management.; The successful use of peer tutoring has been well documented, but little research has been done on the comparative effectiveness of the error correction procedures commonly used. As error correction is a critical feature of peer tutoring, determination of the most effective procedure should increase the effectiveness of peer tutoring.; The present study compared the relative effectiveness of four error correction procedures used by third-grade students in peer tutoring of multiplication facts. The following error correction procedures were compared: (a) single immediate practice; (b) multiple immediate practice; (c) single immediate practice with two delayed practice trials; and (d) multiple immediate practice with two delayed practice trials.; A Repeated Measures Analysis of Variance design was used to evaluate the performance of 48 students under the four treatment conditions described above. Data collected on multiplication probes, tutoring sessions, maintenance posttests, and timing of tutoring sessions were subjected to an analysis of variance to determine the presence of significant differences among treatment conditions. To ensure treatment fidelity, interobserver reliability measures were used to determine the accuracy with which tutoring sessions were timed and the accuracy with which student responses on probes and tutoring trials were scored.; Interobserver reliability was above 85% for length of tutoring sessions and scoring of probes and tutoring trials. Statistically significant differences (alpha.05) were found among treatment conditions for probes, posttests, and length of tutoring sessions. Student performance improved under all conditions, but correct responses on probes and posttests were consistently highest under the multiple immediate practice with two delayed practice trials error correction procedure. This procedure is recommended for peer tutoring of basic multiplication facts. Limitations of the present study were identified and recommendations for future research were presented.