This study researched the effect of peer tutoring on the acquisition of multiplication facts 0-9 with sixth grade students with math deficits. Twelve students in a sixth grade math inclusion class participated in the fourteen-week study. A multiple baseline across dyads was used to compare the results of a traditional self-study method and a peer tutoring intervention. An additional phase of goal setting was also incorporated during the last five sessions. Students were surveyed at the end of the study for social validity/consumer satisfaction.
All twelve students showed improvement in the total correct learned as compared to baseline. Total correct improved during goal setting as well. The students all responded to the social validity survey that they thought peer tutoring helped them learn more multiplication facts than when they were studying on their own. These results of this study were consistent with other research on peer tutoring and the acquisition of math facts.