The Effect of Peer Tutoring Models on Student Achievement for General Education Students and Students Receiving Special Education Services
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Masters of Education
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Abstract
The main purpose of this study was to determine the effect of the Classwide Peer Tutoring
(CWPT) program on the achievement scores of special education and general education students.
The sample consisted of twenty-five students in a co-taught, middle school classroom. Ten of
these students had an Individualized Education Plan (IEP), and fifteen students were classified as
general education students. The study was conducted over a four-week time period, and the
treatment produced varied results. It was determined that although no significant improvement
was observed, progress was made in both groups.