The effects of peer tutoring on the academic learning time in physical education (ALT-PE) of elementary school students with visual impairments in inclusive physical education classes by Fernandez-Vivo, Margarita, Ph.D., The Florida State University, 2002, 159 pages; AAT 3065487

Abstract (Summary)

Academic learning time in physical education has been studied extensively as a measure of students' achievement. The more time the students are engaged in activities appropriate to their skill level, the greater the learning (Beckett, 1989; Silverman, 1985; Silverman, Devillier, & Ramirez, 1991). DePaepe (1985) indicated that the use of peer tutoring has helped increase academic learning time levels of students with disabilities.

The purpose of this study was to examine the effects of peer tutoring on the academic learning time in physical education of students in an elementary inclusive setting. The following hypothesis was formulated: the use of peer tutoring will increase the ALT-PE of students with visual impairments and targeted students. The following questions guided this investigation: (a) Is there a difference in the academic learning time in physical education (ALT-PE) levels of students with visual impairments and targeted students in physical education classes? and (b) Will the academic learning time in physical education (ALT-PE) levels of the students with visual impairments and the targeted peers change as a result of peer tutoring in physical education classes?

In order to address this purpose, a single subject design, specifically an A-B-A withdrawal design was used. The ALT-PE Observation Instrument was used to code the ALT-PE levels of the targeted students during the three phases of the study and a peer tutoring program was implemented as an intervention.

Friedman's Test was used to compare observations repeated on the same subjects across the phases. The test statistics of Chi Square showed a difference between levels of motor appropriate that were significant among the students (high skilled, low skilled, and students with visual impairments) and demonstrated that the motor appropriate intervals changed significantly across the phases (first baseline, intervention, and second baseline) of the study.

Indexing (document details)

Advisor: Lynn, Susan

School: The Florida State University

School Location: United States -- Florida

Keyword(s): Peer tutoring, Academic learning time, Physical education, Elementary school students, Visual

impairments, Inclusive

Source: DAI-A 63/09, p. 3144, Mar 2003

Source type: Dissertation

Subjects: Physical education, Elementary education