How Effective Is Peer Interaction in Facilitating Learning? A Meta-Analysis

Autor/inn/en	Tenenbaum, Harriet R.; Winstone, Naomi E.; Leman, Patrick J.; Avery, Rachel E.
Titel	How Effective Is Peer Interaction in Facilitating Learning? A Meta-Analysis
Quelle	In: Journal of Educational Psychology, 112 (2020) 7, S.1303-1319 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tenenbaum, Harriet R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000436
Schlagwörter	Peer Relationship; Peer Influence; Cooperative Learning; Elementary School Students; Secondary School Students; Meta Analysis; Learning Processes; Outcomes of Education; Program Effectiveness; Age Differences; Gender Differences; Group Dynamics + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Kooperatives Lernen; Sekundarschüler; Meta-analysis; Metaanalyse; Learning process; Lernprozess; Lernleistung; Schulerfolg; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Gruppendynamik
Abstract	Decades of research indicate that peer interaction, where individuals discuss or work on a task collaboratively, may be beneficial for children's and adolescents' learning. Yet, we do not know which features of interaction may be related to learning from peer interaction. This meta-analysis examined results from 62 articles with 71 studies into peer interaction, involving a total of 7,103 participants aged 4 to 18 years. Peer interaction was effective in promoting learning in comparison with other types of learning conditions, Hedges' g = 0.40, 95% confidence interval [CI: 0.27, 0.54], p < 0.0001, across different gender and age groups. In contrast, however, peer interaction was not more effective than child-adult dyadic interaction. Moderator analyses also indicated that peer interaction is more effective when children are specifically instructed to reach consensus than when they are not. Findings extend theoretical considerations by teasing apart the processes through which children learn from peer interactions and offer practical implications for the effective use of peer interaction techniques in the classroom. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01