The Effects of Student Tutors on Learning by Unit Mastery Instructional Methods

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In a section of an introductory psychology course employing unit-mastery learning procedures, small groups of students were assigned to individual tutors for testing and tutoring. In 2 other sections unassigned groups of tutors were made available to students. Relative to the latter sections, the individually tutored students performed at a higher level in a number of respects on the unit quizzes, earned higher course grades, and expressed more favorable attitudes toward their tutors. The results were interpreted in terms of interactions between the reinforcing value of the tutors and the types of student-tutor relationships which evolved in the testing situation.