Effects of a High School-Based Peer-Delivered "Corrective Mathematics" Program.

The purpose of this study was to investigate the effects of a peer-delivered Corrective Mathematics program (CM; Engelmann & Carnine, 1982) in a secondary general education classroom with students with low mathematics performance. Ten learners and 9 peer tutors participated in the study. Peer tutors instructed individuals or pairs of learners in the CM program for 10 weeks. Preand posttest data were collected on the learners and peer tutors using the Woodcock–Johnson—Revised Tests of Achievement (WJ—R ACH) Calculation and Applied Problems subtests. Results showed that students who were instructed by their peers with the CM program exhibited improved performance on both subtests of the WJ—R ACH. Specifically, the learners’ average improvement on the Calculation and Applied Problems subtests of the WJ—R ACH were statistically significant. The performance of the peer tutors also improved on both subtests of the WJ—R ACH. The peer tutors’ average improvement on the WJ—R ACH Applied Problems subtest was also statistically significant. Results are discussed in terms of the implications for effective mathematics instruction and the need for future research. Historically, students in the United States struggle with mathematics. In the 1995 Third International Mathematics and Science Study (TIMSS), American 12th-grade students were ranked 39th of 41 countries tested in the area of mathematics (International Study Center, 2001). Also, the National Center for Education Statistics (2001) noted that only 26% of 4th graders, 27% of 8th graders, and 17% of 12th graders performed at the proficient level in math. Proficient math performance is the goal for all students. These findings suggest that students exiting high school have limited basic mathematics skills needed for everyday life. They may lack the skills necessary to balance checkbooks, keep score at games, finance a car, and estimate shopping expenses. Recently, the National Council for Teachers of Mathematics (NCTM; 2000) asserted that those who understand mathematics will have enhanced opportunities and options in shaping their own futures. In the Principles and Standards for School Mathematics (NCTM, 2000), the NCTM calls for a common mathematics foundation for all students while recognizing that not all students are alike. The NCTM emphasizes that mathematics curricula should not be watered down for diverse learners but rather curricular and instructional techniques should be devised so that diverse learners can think, problem solve, and reason. A comprehensive set of goals has been written for students through Grade 12. These goals Journal of Direct Instruction 95 Effects of a High School-Based PeerDelivered Corrective Mathematics Program Journal of Direct Instruction, Vol. 4, No. 1, pp. 95–103. Address correspondence to Nancy Marchand-Martella at nmartella@mail.ewu. edu JULIE LYNN PARSONS, NANCY E. MARCHAND-MARTELLA, KATHLEEN WALDRON-SOLER, and RONALD C. MARTELLA, Eastern Washington University; BENJAMIN LIGNUGARIS/KRAFT, Utah State University serve as a resource for educators in improving mathematics instruction and developing curricular frameworks. The NCTM also listed several elements needed for effective instruction. These elements include providing students sufficient opportunities to learn important skills and using curricula that effectively build complex applications from basic mathematical concepts. Effective instruction in basic skills implies that students master the key concepts in addition, subtraction, multiplication, division, fractions, decimals, and percentages. Unfortunately, however, instead of focused instruction that leads to mastery, many students are simply exposed to numerous concepts and provided little opportunity to use and retain the mathematical concepts (Stein, Silbert, & Carnine, 1997). When students are merely exposed to skills each year without mastery they only acquire a superficial understanding of mathematical concepts (Crawford & Snider, 2000; Snider &