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This study examined the relative impact of structured peer tutoring and group reward components of the reciprocal peer-tutoring intervention on the mathematics performance of elementary school students at high risk for academic failure. Sixty-four students were selected randomly from a pool of 80 4th- and 5th-grade students. Students were assigned randomly to four conditions: structure plus reward; reward only; structure only; and no structure, no reward. Findings indicated that students who received both components showed the highest levels of accurate mathematics computations
Fantuzzo et al. (Tue,) studied this question.
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