Effects of reciprocal peer tutoring on mathematics and school adjustment: A component analysis.

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