NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1163681
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1361-1267
Mapping Psychology Students' Perspective on Group Peer-Tutoring in Statistics
Cantinotti, Michael; Désormeaux-Moreau, Marjorie; Balbinotti, Marcos
Mentoring & Tutoring: Partnership in Learning, v25 n4 p466-484 2017
Students in psychology generally have difficulties to successfully accomplish mandatory courses in statistics. Group peer-tutoring is a pedagogical strategy to support them with a peer that has already successfully mastered the content of such a course. In order to specifically tailor group peer-tutoring to the needs of students and to sustain tutees' participation, it is important to understand how they conceptualize tutoring. The aim of this study was to provide an empirical investigation of psychology students' conceptualization regarding cross-year group peer-tutoring in statistics. A multivariate concept mapping analysis generated a relevant three-cluster structure ("Tutoring setup," "Tutor knowledge, interpersonal skills, and relational dynamics" and "Student role and commitment to the course") that underlies students' cognitive structure regarding group peer-tutoring. The implications of the results for selecting and training peer-tutors are discussed. [Marie-Ève Martel provided the English revision of the manuscript.]
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A