This study investigated the effects of classwide peer tutoring (CWPT) on the academic performance of students with behavioral disorders and the highest, middle, and lowest performing strata of nondisabled students in a regular education history class. Seven students with disabilities and 52 nondisabled high school students participated in the study. Results showed that CWPT was associated with increases in the individual test scores of the students with behavioral disorders and with statistically significant increases in the average test scores for the groups of highest, middle, and lowest achieving students. The students and the classroom teacher suggested continuing this program. Procedures were discussed for reducing the implementation costs of CWPT in high school settings.
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Bell et al. (1990) studied this question.