ERIC Number: ED114359
Record Type: RIE
Publication Date: 1975-Jul
Reference Count: 0
Guiding Older Children as Tutors: A Report on the Field Test. Technical Report No. 325.
Zajano, Nancy; Hubbard, W. Donald
A field test of "Guiding Older Children As Tutors," one of the four motivational-instructional procedures of Individually Guided Motivation (IGM), was used in two Milwaukee, Wisconsin schools. A total of 34 tutees, 22 tutors, and 24 adults participated in the field test during the 1972-73 school year. The field test objectives sought an increase in the motivation, self-direction, and achievement of the tutees; a demonstration of the tutor's ability to conduct sessions; and a demonstration of the school staff's ability to implement the procedure. In addition, the field test was designed to determine the adequacy of the IGM book and films and the feasibility of the procedure in elementary school classrooms. The results indicated an increase in the general level of motivation and self-direction in the tutees of one school, but not the other. The tutee's motivation and self-direction during tutoring sessions and while working on the tutored subject matter outside the tutoring sessions did not increase but started out and remained at a high level. Achievement of tutees did increase more than that of comparison groups when only tutored skills or items were considered. The tutors demonstrated their ability to conduct sessions, and the school staffs demonstrated their ability to implement the procedure. The IGM books and films proved sufficient to support tutoring implementation. The tutoring procedure itself was determined to be a feasible curriculum component for an elementary school if modified in terms of its demands on staff time. (Author)
Descriptors: Cross Age Teaching, Elementary Education, Motivation, Motivation Techniques, Peer Teaching, Teaching, Tutorial Programs, Tutoring, Tutors
Wisconsin Research and Development Center for Cognitive Learning, 1025 W. Johnson Street, Madison, Wisconsin 53706 (No price quoted)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.