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ERIC Number: ED065491
Record Type: RIE
Publication Date: 1972-Mar
Pages: 44
Abstractor: N/A
Reference Count: 0
Tutor Role Enactment in the Peer Teaching Dyad: The Effects of Tutor-Initiated Tutee Evaluation and Reward.
Towson, Shelagh M. J.
The purpose of this study was the determination of those peer teaching variables crucial for the older child's maximal satisfaction. Subjects were 48 fifth grade and 48 third grade children, each grade consisting of 24 males and 24 females. The failure of some subjects to participate in all experimental sessions necessitated the elimination of nine subject pairs, leaving 39 usable subject pairs. Each fifth grade subject was paired with a same-sex third grade subject. Subject pairs were randomly assigned to three conditions: a) evaluation-reward, b) evaluation-no reward, and c) no evaluation. All subject pairs met for five 1-hour tutoring sessions on reading skills. Planned comparisons of pre- and post-experimental data indicated that tutors in the evaluation-reward conditions were significantly less satisfied with tutoring than were tutors in the other two conditions. It was hypothesized that these results were due to the reluctance of the tutors to assume the dual responsibilities of both evaluating and rewarding their tutees. A 31-item bibliography is included. (Author/MJM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.