The Potential to Promote Social Cohesion, Self-Efficacy and Metacognitive Activity: A Case Study of Cross-Age Peer-Tutoring

Abstract

Cross-age peer-tutoring involves the partnering of students from different educational levels in a tutor-tutee relationship. This case study involves an Australian Christian school that ran a cross-age peer-tutoring program (known as the ‘Buddy’ Program’). Data was gathered from a mixed-method approach employing observations, questionnaires, interviews and a focus group. The study found that in this particular case: the great majority of students enjoyed the program; student tutors perceived their role as that of ‘helper’ or ‘teacher’; there was evidence that the program contributed to enhanced confidence, self-esteem and selfefficacy among tutors and tutees; teachers, parents and participants perceived that students benefited socially and academically from the program; and the program contributed to an enhancement of metacognitive understanding among the student tutors. Finally, the study suggests that the potential benefits of a crossage peer-tutoring program are maximised when teachers carefully plan the program and prepare both tutors and tutees for the activities of each session.