ERIC Number: ED228964
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
The Processes and Effects of Peer Tutoring.
Annis, Linda Ferrill
The classroom effects of five peer tutoring situations were compared with 130 female sophomores enrolled in a history course at a midwestern university. Students read a 1525-word article and were assigned to one of the following conditions: reading an assignment to take a test, reading as if the material were going to be taught to a tutee but not actually teaching, reading in preparation for teaching the materials followed by actually teaching a tutee, being taught the material by a tutor, and reading the material followed by being taught by a tutor. Students were then administered Bloom's Taxonomy to determine the effects of various aspects of tutoring and being tutored on content-specific and generalized cognitive gains. Results indicated that tutoring compared to being tutored resulted in significantly greater gains in content-specific and cognitive scores. In addition, students who prepared to teach and then taught generally scored higher than students who prepared only, indicating the importance of the actual teaching process for learning. The findings are discussed in terms of a three-step model of verbal learning that involves paying attention to the material that is to be learned, encoding it in a personally meaningful way, and associating it with what is already known. (SW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 1983).