ERIC Number: ED116807
Record Type: Non-Journal
Publication Date: 1975-Jul-18
Reference Count: N/A
The Effects of Tutor Achievement Level, Reinforcement Training, and Expectancy on Peer Tutoring.
Conrad, Eva E.
This study provided a review of literature related to peer tutoring and investigated the effects of three variables on peer tutor and peer tutee performance. The variables were (1) the achievement level of the tutor, (2) brief tutor training in reinforcement and corrective feedback procedures, and (3) tutor expectancy about tutee performance. A total of 112 high and low achieving second graders in a Follow Through program were selected as tutors. Half of these tutors were randomly selected to receive two half-hour training sessions. The training was conducted in a small group setting and emphasized two reinforcement and feedback procedures: (1) responding to a correct answer with a positive comment, and (2) responding to an incorrect answer or no answer by providing the correct answer and giving the tutee a chance to say the correct answer. A group of 112 first graders was randomly selected to serve as tutees. Instructions to tutors prior to the tutoring session contained either high or low expectancies about the tutees' academic performance. Both tutors and tutees were pre- and posttested on 30 sight word flash cards, with which the children worked during the tutoring session. Results showed that both tutors and tutees learned a significant number of words. Tutors' achievement level was not a significant factor, as measured by words learned, but tutees tutored by trained tutors performed better than tutees tutored by untrained tutors. Tutor expectancies did not affect tutee performance on the posttest. (Author/BRT)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Arizona Univ., Tucson. Arizona Center for Educational Research and Development.