Assessing the Differential Effects of Peer Tutoring for Tutors and Tutees
TL;DR: In this article, a randomised controlled experimental study was undertaken involving 295, 11- to 13-year-old students, drawn from 12 classrooms, across three secondary/high schools situated in areas of low socio-economic status, in the north east of England.
Abstract: There is strong evidence that peer tutoring, as a form of cooperative learning, has a positive impact on tutor and tutee outcomes. However, little previous research has been reported as to the differential effects of engaging in cooperative learning in dyads for peer tutors and peer tutees, respectively. A randomised controlled experimental study was undertaken involving 295, 11- to 13-year-old students, drawn from 12 classrooms, across three secondary/high schools situated in areas of low-socio-economic status, in the north east of England. In total, 146 students engaged in cooperative learning for a period of 12 weeks, and 149 students served as a comparison group. Gains were significantly greater on independent standardised reading comprehension tests for those engaged in cooperative learning than those in comparison classes, and greater for tutors than tutees. The results are explored by critically reflecting on the underlying theories of education that may be at play in classrooms using this form of cooperative learning.
Citations
More filters
23 Jun 2020
TL;DR: In this paper, the authors conducted a study with 487, ten to twelve year-old students from 20 elementary schools in three different school districts and found that students showed increased social relationships in and out of school.
Abstract: Reciprocal peer tutoring in mathematics was conducted with 487, ten to twelve year-old students from 20 elementary schools in three different school districts. The peer tutoring technique, a form of paired mathematics, placed specific emphasis on mediation through strategic metacognition between tutor and tutee. Student mathematics attainment significantly increased using this technique (Effect Size=+0.43). Student perception of the social status of their tutoring partner influenced attainment outcomes. Greatest mathematics attainment gains were predicted by having a higher opinion of the cognitive ability of students’ mathematics tutoring partner and by having a mathematics tutoring partner that you believed was less popular. After peer tutoring, students showed increased social relationships in and out of school. Gains in social relationships were indicative of a more inclusive classroom being developed. The implications for theory, policy, practice and future research are discussed.
21 citations
TL;DR: A randomized controlled trial of peer tutoring was undertaken in 60 Grade 6/Year 7, and 60 Grade 8/Year 9 classrooms as discussed by the authors, where grade 8/year 9 students acted as reading tutors to grade 6/year 7 students.
12 citations
TL;DR: This article examined the effects of peer tutoring in face-to-face and mobile environments in order to overcome language problems of Syrian refugees studying in second language (L2L) and found that the tutoring helped the refugees to overcome their language problems.
Abstract: Our aim, in this study, was to examine the effects of peer tutoring in face-to-face and mobile environments in order to overcome language problems of Syrian refugees studying in second language (L2...
5 citations
TL;DR: This article analyzed the behavior of fourth-grade students seeking face-to-face assistance while working on an online math platform and found that students prefer asking classmates for help three times more than asking their teachers when given the choice.
Abstract: When in doubt, asking a peer can be very helpful. Students learn a lot of social strategies from peers. However, stated preference studies have found that for elementary school students with math questions, they prefer to ask their teacher for help. In this paper, we study revealed preferences instead of stated preferences. We analyzed the behavior of fourth-grade students seeking face-to-face assistance while working on an online math platform. Students started by working independently on the platform, before the teacher selected two or three tutors from among those who have answered 10 questions correctly. Each student was then able to choose between the teacher or one of these tutors when requesting assistance. We studied the students’ preferences over 3 years, involving 88 fourth-grade classes, 2700 students, 1209 sessions with classmate tutors, and a total of 16,485 requests for help when there was an option to choose between a teacher or a classmate. We found that students prefer asking classmates for help three times more than asking their teachers when given the choice. Furthermore, this gap increases from the first to the second semester. We also found that students prefer to request help from classmates of the same sex and of higher academic performance. In this context, students from the two highest tertiles sought help from classmates in the same two tertiles, and students from the medium tertile prefer to seek help from students of the highest tertile. However, students in the two lowest tertiles do not prefer asking for help from students from the top tertile more than from their own tertiles.
5 citations
18 Oct 2021
3 citations
References
More filters
14,683 citations
TL;DR: Social constructivist perspectives focus on the interdependence of social and individual processes in the co-construction of knowledge and their application to selected contemporary issues, including: acquiring expertise across domains, assessment, educational equity, and educational reform are discussed.
Abstract: Social constructivist perspectives focus on the interdependence of social and individual processes in the co-construction of knowledge. After the impetus for understanding the influence of social and cultural factors on cognition is reviewed, mechanisms hypothesized to account for learning from this perspective are identified, drawing from Piagetian and Vygotskian accounts. The empirical research reviewed illustrates (a) the application of institutional analyses to investigate schooling as a cultural process, (b) the application of interpersonal analyses to examine how interactions promote cognition and learning, and (c) discursive analyses examining and manipulating the patterns and opportunities in instructional conversation. The review concludes with a discussion of the application of this perspective to selected contemporary issues, including: acquiring expertise across domains, assessment, educational equity, and educational reform.
1,403 citations
TL;DR: The analysis in this article has its origins in a critical account of the sociology of education, where the various approaches to the study of sociology were taken as the distinguishing feature of the discourse.
Abstract: The analysis in this paper has its origins in a critical account of the sociology of education (Bernstein, 1975) where the various approaches to the study of sociology were taken as the distinguishing feature of the discourse. This matter was further developed (Bernstein, 1996), with the distinction between vertical and horizontal discourses and their various modalities introduced in the context of differentiating this mode of analysis from more 'Bourdieuan' perspectives. This present paper is concerned with filling out and extending the sketches adumbrated in earlier work in a more accessible form. The model proposed generates a language which relates the internal structure of specialised knowledges, the positional nature of their fields or arenas of practice, identity constructions and their change, and the forms of acquisition for successful performances.
990 citations
TL;DR: In this paper, five recently published methods for conducting cooperative small-group learning in the classroom, and the experimental studies conducted by the authors of these methods are examined, evaluated, and compared in this study.
Abstract: Five recently published methods for conducting cooperative small-group learning in the classroom, and the experimental studies conducted by the authors of these methods are examined, evaluated, and compared in this study. The five methods are: Aronson’s Jigsaw classroom, DeVries’ Teams-Games-Tournaments (TGT), Slavin’s Student Teams and Academic Divisions (STAD), the Johnsons’ cooperative learning approach, and the Sharans’ Small-group Teaching method. The former three methods are categorized as Peer-Tutoring methods, while the latter two are classified as examples of a Group-Investigation (G-I) approach. Findings are considered from experimental studies with these five methods, in terms of their differential effects on academic achievement, students’ attitudes, and on ethnic relations in desegregated classrooms. The implications of the distinction between Peer-Tutoring and G-I methods are explored. New directions for research are suggested with these cooperative small-group techniques which appear to exe...
837 citations