Math PALS Page 1

RUNNING HEAD: Math PALS

MATH PALS DIFFERENTIATING CLASSROOM INSTRUCTION

By:

AMY TAYLOR

Submitted to

Professional Education Faculty

Northwest Missouri State University Missouri

Department of Professional Education

College of Education and Human Services

Maryville, MO 64468

Submitted in Fulfillment for the Requirements for

61-683 Research Paper

Spring 2014

7-02-15

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Abstract

The study was conducted in order to find out if fifth grade students that

participated in Math PALS (Peer Assisted Learning Strategy) during Math Workshop

would increase their AIMS (Academic Improvement Measurement System based on the

web) benchmark scores from fall to winter to spring. The benchmark tests were given by

the classroom teacher, unless they were students that had an IEP (Individual Education

Plan). The scores were put into numerical order, so that the classroom teacher could put

the highest student with the student that scored the least. On a PALS day, each group

worked together on skills from fifth grade math computation. An example of some of the

computation skills can include adding and subtracting decimals and fractions, multiplying

and dividing whole numbers and decimals. The first Coach would tutor the player for

fifteen minutes and then they would switch. The first player becomes the second coach

and the first coach becomes the second player. The second player has a different

worksheet of computation skills that he or she needs to work on. There are answer keys

for each sheet in the folders. The teacher is walking around the classroom, so he or she

can help groups or make sure that they are on tasks. One class participated in Math

PALS during Math Workshop twice a week for thirty minutes of instruction. Another

class of fifth graders did not participate in Math PALS during Math Workshop. Math

workshop is the way that teachers can teach in order to differentiate instruction to their

students. The teacher usually teaches a mini lesson and students work independently or

with the teacher, but when they finish they work on other math skills that have not been

mastered by the student.

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INTRODUCTION

Background, Issues and Concerns

Math Peer Assisted Learning Strategies known to educators and students as Math

PALS has become used as an intervention in regular education classrooms K-8. The

following study will investigate if Math PALS (Peer Assisted Learning Strategies) can

increase math computation scores on AIMS (Academic Improvement Measurement

System based on the web) Web benchmark scores for fall, winter, and spring. The

students who participated in Math PALS will increase their Math Computation scores by

the end of the year on AIMS Web. Some research says that there is not a significant

increase in math computation scores if students participate in Math PALS.

There are some issues and concerns using Math PALS, because every teacher

needs a student workbook and a teacher’s manual. The teacher’s manual is about $45

and the student workbook costs around $35. The teachers will need to be trained how to

administer, assess, and how to implement the program into their classrooms. In a

presentation Barnes suggested that every teacher participate in a workshop before

implementing PALS in their classroom. The workshop can cost up to 1,000 to 1,500 plus

travel expenses. The teacher will need to have phenomenal classroom management in

order for Math PALS to be beneficial to every student in the classroom. The teacher has

to have each coach and player’s worksheets copied and placed in a folder. The teacher

will have to train the students how to use all of the material in the folders and how

important it is to be a great coach. Students have to be accountable for what they are

learning during Math PALS and participate each role in a positive way. (Barnes, 2013)

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Practice under Investigation

The practice under investigation was how students that participated in Math

PALS during Math Workshop would have higher Math Computation scores on AIMS

web, than students who did not participate in Math PALS during Math Workshop. The

benchmark scores were compared with another fifth grade class, who didn’t participate in

Math PALS during math workshop.

School Policy to be Informed by Study

We must think of a famous quote from James Cash Fenney, “Growth is never by

mere chance; it is the result of forces working together.” Classroom teachers want to see

every student show at least a year’s growth in academics in their classroom. We must

always think of the students and how we can differentiate instruction and make students

accountable for their own learning in the 21st Century classrooms. Math PALS raised

math computation scores and gave each student the opportunity to be a tutor to his or her

peers, and taught them how to work together and communicate with each other. When

another teacher or administrator walked into the classroom that implemented Math PALS

during Math Workshop, every student was engaged in their learning. Math PALS should

be implemented in every Math workshop in our school.

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Conceptual Underpinning

Theories exist within the Math PALS (Peer Assisted Learning Strategy) that in

order for this intervention to be beneficial to the students, teachers must be trained to

implement this strategy in the classroom, which can cost up to $1000 dollars in training.

The positive aspect of Math PALS is that the program allows students to become

active participants in their learning. It allows students to communicate and teach another

student simple strategies to improve math computation. A review from the University of

John Hopkins states that cooperative learning can significantly enhance mathematics

learning in the classroom. “These students work in pairs and they must teach the material

to each other, because their own success depends on it.” (Hopkins, April 2015)

PALS uses data to drive instruction, students practice by doing, and students

teaching others the skills according to the Georgia Department of Education, 2011.

Georgia Department of Education states, “Math PALS enables teachers to address

individual student needs, as well as observe students and develops individual remedial

lessons.” (Georgia Department of Education, 2011)

Statement of the Problem

The problem is to determine how to increase student achievement in Math.

Purpose of the Study

The purpose of this study is to determine if the teacher implements Math PALS

(Peer Assisted Learning Strategies) during Math Workshop the students’ Math

Computation Scores on AIMS Web will increase, than the students that are not using

Math PALS during Math Workshop.

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Research Questions

RQ: Is there a significant difference on the Math Computation on AIMS Web

between student who experienced Math PALS during Math Workshop and

students who did not experience Math PALS?

Null Hypothesis:

HO: There will be no increase in Math Computation Scores on AIMS Web,

between students who experienced Math PALS during Math Workshop and

students who did not experience Math PALS during Math

Workshop.

Anticipated Benefits of the Study

The results of this study may provide educators with a new intervention to use

with their students during Math Workshop to increase Math Computation Scores on

AIMS Web.

Definition of Terms

PALS - stands for Peer Assisted Learning Strategies used in classrooms. A coach is the

tutor, who coaches his or her partner, and gives him or her tutoring help. A player is the

person who is being tutored.

AIMS Web – A complete web-based solution for universal screening, progress

monitoring, and data management for Grades K-12. (Pearson Assessment)

Math Workshop – A time where a teacher can work with small groups, or individual

students while other students are given experiences to work on math computation skills

with a partner or individually or they are working on a math assignment.

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Summary

A study was conducted to find if there was a significant difference between

students given exposure to Math PALS (Peer Assisted Learning Strategies) during Math

workshop and those who did not receive exposure to Math PALS during Math Workshop.

If the T-test shows a significant difference between students who participated in Math

PALS (Peer Assisted Learning Strategies) and those who did not, more time needs to be

dedicated to all of the students to participate in Math PALS (Peer Assisted Learning

Strategies) during Math Workshop. After the study is completed, the school can also

better determine if a Math PALS Workshop would be beneficial to teachers in the fifth

grade level.

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REVIEW OF LITERATURE

Teaching in the 21st century is going to require teachers to be able to differentiate

instruction in their classroom. Math PALS is not intended to replace math instruction,

but can be used to compliment it during Math workshop. Students need to be in the

regular classroom as much as possible. Teachers that use Math PALS can differentiate

instruction for each student in the classroom. The students are able to learn from each

other. When the students are coaches, they are able to take what the learned and explain

it to someone else. Each student is provided with prompt feedback and can fix any

mistakes he or she is making right away. Math PALS allows students to be active

participates in their learning math computation skills (Georgia Department of Education,

2011).

Students are paired according to their scores on their Math Computation Test.

The teacher will put the highest score to the lowest score in numerical order. There are

many different ways to pair the students up. One way is for student that scored the

highest is paired up with the student that scored the lowest, but a teacher must make sure

that the low student will not frustrate the student that has the higher score. A classroom

teacher must be able to use her judgement, when pairing students up in the classroom.

The teacher walks around the classroom helping students with problems and making sure

students are on task. Every student is made accountable for their learning in the

classroom (Hott, Walker, & Sahni, 2012).

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According to the Department of Education, “PALS enables teachers to address

individual student needs, as well as observe students and develop individual remedial

lessons. It is a complementary intervention that teachers can use to augment their existing

reading and math curricula. PALS is composed of 25-35 minute activities that are

implemented 2-4 times a week.” (Georgia Department of Education, 2011)

The Georgia Department of Education states that a coach acts as a tutor to the

player. The coach uses specific guiding questions to help the player follow steps in order

to solve problems. When the player gets the answer, the coach provides positive feedback

to the player. Then the students change places and the coach becomes the player and the

player becomes the coach. The students earn points based on cooperation, explanations,

and accuracy. (Georgia Department of Education, 2011)

In order for the classroom teacher to implement Math PALS, the teacher will need

a teacher’s manual and a student manual for each grade level. If the teacher is truly

differentiating instruction, he or she may need multiple grade levels. Some students may

need to work below grade level until they can move up to the next grade level. The teacher

must have worksheets ready to go for each pair in order for time to systematic and explicit

instruction (Georgia Department of Education, 2011).

Mary Dowd states that there are some disadvantages of Peer Tutoring Programs

like Math PALS. It costs the school district extra money to train their teachers and buy

teaching manuals and student workbooks. The Teacher Manuals costs about $60 and the

student workbooks cost about $35. The teachers have to have time to plan and implement

the program in their classroom (Dowd, 2009).

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Parents may not feel that their child who does well in math should teach their peers,

because that is supposed to be the teacher’s job. These students may resent the

responsibility and lack empathy for the students that they are tutoring. A teacher must

make sure that these students are accountable and every student respects each other

(Dowd, 2009).

In order for Math PALS to work in the classroom it is the teacher’s job to make

sure students are placed in workable pairs and that every student is held accountable for

participating in the intervention. The teacher will need to model what a coach and player

does for Math PALS. When the parents see how much their child is learning from

teaching other peers, their doubts will decrease (Dowd, 2009).

Hall and Stegila state, “Peer-Mediated instruction and intervention is an alternative

classroom arrangement in which students take an instructional role with classmates or other

students. The students should have to be taught the roles, and explicitly taught how to

teach his or her partner. The teacher monitors the students’ progress,” (Hall and Stegila,

2009).

It is important for the students to graph their results each time that they are progress

monitored, they become excited about reaching their goals. When you involve a student

in the progress monitoring, he or she is engaged in their learning. “Peer Instruction allows

every student the opportunity to achieve social and academic goals,” (Hall and Stegila,

2009).

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Math PALS has a teacher’s Manual that provides teachers with training scripts for

students to participate in Math PALS. The manual explains the coach and player’s roles

and how the different ways that the teacher can create partners according to their math

computation skills. The manual also gives different strategy cards that the teacher can

copy and hang up in the classroom or put into a folder for each student. The manual

explains how many times Math PALS should be implemented and the duration of each

session. The manual offers training for students for each grade level and each student

receives points for teaching a strategy and finishing each task (Fuchs and Fuchs, 2009)

According to a National Mathematics Advisory Panel Report in 2008 there are

four methods of instruction that can improve math results. “The four methods of

instruction that show the most promise are: systematic and explicit instruction, self-

instruction, peer tutoring, and visual representation that uses pictures, number lines,

graphs of functions and relationships to teach mathematical concepts,” (Steedily, Dragoo,

Arefeh, and Luke, 2012).

In Math PALS, the teacher uses recent data to decide which skills each student

needs to work on in the sessions. The student worksheets include questions to ask and

different strategies to use to answer problems. This implements explicit and systematic

instruction every time each student uses the worksheets. (Steedly, Dragoo, and Arefeh,

2012)

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With their PALS partners, each student sets goals, makes sure each other are on

task, coach checks answers and provides players with immediate feedback. The players

and coaches are learning the skills and using different strategies to answer math

problems. Math PALS allows students to be engaged in self-instruction. (Steedly,

Dragoo, and Arefeh, 2012)

When each student coach’s the player, he or she is tutoring and has to be able to

explain different strategies on the worksheet. The teacher has taught each student how to

be a tutor and tutee, so they are prepared to play each role with their peers. (Steedly,

Dragoo, and Arefeh, 2012)

The last method is pictures, number lines, and graphs of functions or relationships

and each skills in Math PALS includes most of these visual representations on each

worksheet. Math PALS uses all of these instructional methods and the teacher, parents,

and students will see the results. (Steedly, Dragoo, and Arefeh, 2012)

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RESEARCH METHODS

Research Design

A quantitative study was conducted to see if there was a difference in students’

AIMS Web Benchmark Math Computation Scores, who participated in Math PALS

during Math Workshop two times a week and students that did not participate in Math

PALS. The independent variable being tested is the students that participated in Math

PALS during Math Workshop. The dependent variable is the students that did not

participate in Math PALS will show a decrease in Math Computation scores on the AIMS

Web benchmark assessments

Every week students participated in Math PALS (Peer Assisted Learning

Strategies) two times for 30 minutes. At each benchmark the class that participated in

Math PALS, their AIMS Web scores will be compared to the fifth graders, who did not

participate in Math PALS. If a difference is found between composite scores of those

who receive practice tests, and those who have not, teachers in the grade level will be

informed of the outcome. It will be suggested that teachers implement Math PALS to

their Math Workshop time.

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Study Group Description

A group of 23 students participated in MATH PALS (Peer Assisted Learning

Strategies) two times a week for 30 minutes. At the end of the month each student was

given an assessment probe on fifth grade level Math Computation. These students were

given a benchmark in the fall, winter, and spring. These students were compared with

other fifth grade students that did not participate in Math PALS during Math Workshop at

fall, winter, and spring benchmark.

Students from two different 5th grade classrooms, all within one elementary

building, were selected for this study. One class experienced Math PALS two times a

week for thirty minutes. Another class did not experienced Math PALs during Math

workshop. Forty four students were given an AIMS web Math Computation test in the

fall, winter, and spring. The two classes showed data from each benchmark. The study

took place after each class was given each benchmark. The elementary building had an

enrollment of 283 students. The student body contained the following ethnic

makeup: 92.57% White, 2.82% Latino, 2.12% Black, and 0.35% American Indian or

Native Alaskan. Students who were “Two or more races” comprised 2.12% of the

enrollment total. 47.34% of the student population were eligible for free and reduced

lunch. 43.81% were boys and 56.18% were girls. 14% of these students were on an

Individual Education Plan while 1.06% were English Language Learners and 1.06% had

a 504 plan.

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Data Collection and Instrumentation

Students will be assessed on Math Computation in fall, spring, and winter and

compared to another fifth grade class who do not participate in Math PALS.

Statistical Analysis Methods

A t-test was conducted to find if there is a significant increase on AIMS Web

scores on the fall, winter, and spring benchmark for students who participated in Math

PALS during Math Workshop and students who did not participate in Math PALS. The

source was broken into two categories: a fifth grade class that participated in Math PALS

and a class that did not participate in Math PALS. The mean, mean D, t-test, df, and p-

value were concluded from this test. The Alpha level was set at 0.25 to test the null

hypothesis: There will be no increase in Math Computation Scores on AIMS Web,

between students who experienced Math PALS during Math Workshop and students who

did not experience Math PALS during Math Workshop.

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FINDINGS

A T-test was used to determine if there was a significant increase in AIMS

web scores for fall, winter, and spring benchmarks for students that participated in Math

PALS and students that did not participate in Math PALS. The following information,

graphs and charts will show collected data and findings based on the information taken

from test scores on each benchmark.

T-Test Analysis Results for PALS and No PALS for Fall Benchmark

Source Mean Mean D T-Test df P=value

PALS (n=18) 14.4444

No PALS (n=18) 12.0556 2.3889 0.85438 34 0.398788

Note: Significant when p<=0.25

Table 1: Mean Differentiation For Fall Benchmark: PALS or No PALS

10.5 11 11.5 12 12.5 13 13.5 14 14.5 15

No PALS

PALS

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A t-test was used to analyze the data of the math computation on the Fall AIMS

Web Computation Scores that participated in Math PALS and the group that did not

participate in Math PALS. The independent variable was the students that participated in

Math PALS during Math Workshop. There were 18 students that participated in Math

PALS and 18 students that didn’t participate in Math PALS. The mean score for PALS

was 14.4444 and the No PALS Group’s mean score was 12.0556. The difference of the

mean scores was 2.3889. The t-test was 0.85438. The degrees of freedom was 34. The

null hypothesis was: There will be no increase in Math Computation Scores on AIMS

Web, between students who experienced Math PALS during Math Workshop and

students who did not experience Math PALS during Math Workshop. The null is not

rejected because the p-value of 0.398788 is greater than the alpha level of 0.25. This

means that there is no significant difference between the students that participated in

Math PALS and the students that did not participate in Math PALS during Math

Workshop.

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T-Test Analysis Results for PALS and No PALS for Winter Benchmark

Source Mean Mean D T-Test df P=value

PALS (n=18) 21.6111

No PALS (n=18) 20 1.6111 0.455973 34 0.651309

Note: Significant when p<=0.25

Table 1: Mean Differentiation For Winter Benchmark: PALS or No PALS

19 19.5 20 20.5 21 21.5 22

No PALS

PALS

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A t-test was used to analyze the data of the math computation on the Winter

AIMS Web Computation Scores that participated in Math PALS and the group that did

not participate in Math PALS. The independent variable was the students that

participated in Math PALS during Math Workshop. There were 18 students that

participated in Math PALS and 18 students that didn’t participate in Math PALS. The

mean score for PALS was 21.6111 and the No PALS Group’s mean score was 20. The

difference of the mean scores was 1.6111. The t-test was 0.455973. The degrees of

freedom was 34. The null hypothesis was: There will be no increase in Math

Computation Scores on AIMS Web, between students who experienced Math PALS

during Math Workshop and students who did not experience Math PALS during Math

Workshop. The null is not rejected because the p-value of 0.651309 is greater than the

alpha level of 0.25. This means that there is no significant difference between the

students that participated in Math PALS and the students that did not participate in Math

PALS during Math Workshop.

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T-Test Analysis Results for PALS and No PALS for Spring Benchmark

Source Mean Mean D T-Test df P=value

PALS (n=18) 35.6667

No PALS (n=18) 30.1111 5.55556 1.41159 34 0.167157

Note: Significant when p<=0.25

Table 1: Mean Differentiation For Spring Benchmark: PALS or No PALS

27 28 29 30 31 32 33 34 35 36 37

No PALS

PALS

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A t-test was used to analyze the data of the math computation on the Spring

AIMS Web Computation Scores that participated in Math PALS and the group that did

not participate in Math PALS. The independent variable was the students that

participated in Math PALS during Math Workshop. There were 18 students that

participated in Math PALS and 18 students that didn’t participate in Math PALS. The

mean score for PALS was 35.6667 and the No PALS Group’s mean score was 30.1111.

The difference of the mean scores was 5.55556. The t-test was 1.41159. The degrees of

freedom was 34. The null hypothesis was: There will be no increase in Math

Computation Scores on AIMS Web, between students who experienced Math PALS

during Math Workshop and students who did not experience Math PALS during Math

Workshop. The null is rejected because the p-value of 0.167157 is less than the alpha

level of 0.25. This means that there is a significant difference between the students that

participated in Math PALS and the students that did not participate in Math PALS during

Math Workshop.

The findings in this case study suggests that at fall and winter benchmark there

wasn’t a significant difference between students that participated in Math PALS and

students who did not participate in Math PALS during Math workshop. At the beginning

of the year the classroom teacher has to train students how to work in successful

partnerships and how to be a good coach and player in order for PALS to be successful

for them. The spring benchmark showed that there was a significant difference between

students that participated in Math PALS during the school year opposed to the students

that did not that had participate in Math PALS all year long.

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CONCLUSIONS AND RECOMMENDATIONS

The study demonstrated that at fall and winter benchmarks there wasn’t a

significant increase in the scores for the students that participated in Math PALS and the

students that did not participate in Math PALS during Math Workshop. There was a

significant increase in the scores for the students that participated in Math PALS during

Math Workshop.

At the beginning of the year, the teacher has to train each student what is expected

of them during Math PALS. The teacher is modeling PALS to the students and every

student must know the procedures to have a successful session every time in the

classroom. Each student has to know how to act as a coach and a player, so this takes

time to practice different strategies to increase math computation. The classroom teacher

must be organized and have the materials ready to use for the students on the day that

they participate in Math PALS. The students know that they have to be accountable for

using their time wisely and practicing the strategies that they are given for the day. A

teacher must be a good time keeper in order to make sure every student has the same

amount of time as a player and a coach. The students need to be taught how to transition

from a coach to a player and player to coach.

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A classroom teacher must be patient to see the results from using Math PALS in

his or her classroom. The teacher will need to progress monitor every month to change

the partnerships in the classroom. There are many ways to create the partners and every

class is different. Sometime the teacher will need to divide the class in half according to

their scores. The student with the top score will be partners with the student that has the

top score in the other group. You keep doing this until every student has a partner. If

you have uneven number of students, then you can have the student act has coach that

helps all of the groups and takes the place of an absent student.

The students that participate in Math PALS are active participants in their

learning, teach other students new strategies, and they are able to make goals because

they have immediate feedback from peers. Every student has a role during Math PALS,

so it makes every student accountable for their own learning.

As a future principal, it would be important for the teachers to know how to

implement Math PALS into their Math Workshop time, because it increases every

student’s math computation skills. It allows teachers to differentiate to each student’s

needs in math. Math PALS is explicit instruction for every student based on his or her

needs in math computation skills.

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References

Barnes, J. (2013, April 8). PALS (Peer Assisted Learning Strategies).

Retrieved June 16, 2015, from

https://prezi.com/qcwkmfezb37w/pals-peer-assisted-learning-strategies/

Cheng, D., & Walters, M. (1-1-2009). Peer-assisted learning in mathematics:

An(Master's thesis, University of Minnesota)Retrieved from

http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1012&context=ajpl&sei-

redir=1&referer=http://www.bing.com/search?q=online+articles+about+Math+Pe

er+Assisted+Learning+Strategies&src=IE-SearchBox&first=57&FORM=PORE

Dowd, Mary, Dr. What are some Advantages and Disadvantages of Peer Tutoring?

Retrieved from

http://www.ehow.com/info_8385009_advantages-disadvantages-peer-tutoring.html

Fuchs, D., & Fuchs, L. Peer-assisted learning strategies: Math methods for grades

2-6: Teacher manual (2009 revised ed). Tennessee: Vanderbilt Kennedy.

Georgia Department of Education, PALS Reading PALS Math GCASE Spring 2011

Retrieved from

http://archives.doe.k12.ga.us/_documents/ci_exceptional/Leadership%20Meeting%20201

1/Intro%20to%20PALS/Intro_PALS_Reading_and_Math_ppt.pdf

Hall & Stegila (2009, January)

[Web log post]

Retrieved from

http://http://aim.cast.org/learn/historyarchive/backgroundpapers/peermediated_instruction

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Hott, Walker, & Sahni (2012, April)

Peer Tutoring [Web log post]

Retrieved from Council for Learning Disabilities

Steedly, Dragoo, and Arefeh.

Effective Mathematics Instruction.

2008 Links updated, August 2012

Retrieved from http://www.parentcenterhub.org/repository/math/