Tutors were chosen from classes of children with learning disabilities and the tutees were selected from regular classes. The tutors and tutees were randomly assigned to an experimental or control group. The research findings found that the experimental tutors had a higher rate of learning compared with the control group. These higher rates were thought to be because of their mediation skills and a noticeable improvement in their scores between the pre-intervention and post-intervention phase (Shamir and Lazerovitz, 2007). A third study that was conducted was done to investigate the effects of Peer Mediation on a child's cognitive modifiability. It also looked at mediators and learners in regards to the effects of the modifiability on the learner and mediator after following the program. The study consisted of a sample of 178 students- 89 mediators in Grade 3 and 89 learners in Grade 1. The students were randomly assigned to experimental groups. The mediators in the experimental group participated in the program, whereas the mediators in the control group received a substitute intervention aimed at emphasizing general conditions of peer interaction. The findings showed that following the intervention the experimental mediators scored higher as compared with control mediators (Tzuriel and Shamir, 2007).

All of these experiments...

That is that students are more likely to have better learning experiences along with accomplishing more learning if they are involved in a program that incorporates peer mediation. The social aspects that peer mediation brings to the education arena show nothing but positive effects on the students that are involved. Children learn better in social groups and peer mediation is a great tool to use.