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ERIC Number: ED198078
Record Type: RIE
Publication Date: 1980-Apr
Pages: 11
Abstractor: N/A
Reference Count: 0
Experimental Analysis of Some Process Variables in Peer Tutorial Learning.
Ehly, Stewart W.
The relationships among tutor and pupil characteristics, tutorial processes, and learning outcomes in a peer tutorial program of spelling with sixth grade children were explored. Prior to tutoring, tutors and their pupils were tested for peer group status and liking of the tutorial partner. After twenty sessions of tutoring were completed, participants were asked to rate their partner on perceived competency and personal like or dislike of the partner. The tutor's pretutorial liking of his partner was a significant predictor of the competency rating given to the tutor by his pupil following the program. Tutorial pairs in which the tutor and pupil rated each other similarly on competency tended to spend more time learning to spell each word, while pairs in which there was a large gap in mutual competency rating were likely to learn words in a shorter length of time. Changes in personal attitude toward a partner indicated a tendency toward increased liking as work progressed. While the tutoring resulted in the students learning to spell, it did not alter the inherent spelling ability of the participants. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the National Association of School Psychologists (12th, Washington, DC, April 9, 1980). For related document, see SP 016 632.