Peer Tutoring Program Research Articles

A typology of approaches to peer tutoring. Unraveling peer tutors’ behavioural strategies

Peer tutors’ behaviour has been stated to have the power to create and increase learning opportunities within peer tutoring programs. However, previous studies have shown that peer tutors struggle to adopt facilitative and constructivist-oriented strategies, as they lean more towards directive and knowledge-telling strategies. This study aims to explore a typology of approaches to peer tutoring by unraveling peer tutors’ behavioural strategies and related approaches. Furthermore, it aims to grasp peer tutors’ behavioural repertoire in-depth by shedding light on the concerns and challenges they experience while tutoring. Results showed that peer tutors used a variety of strategies but were mainly inclined to adopt answering and directive actions. Their questioning behaviour remained relatively low level in terms of quality. Moreover, three types of peer tutors could be discerned, i.e. questioners, informers and motivational organisers. Finally, although all peer tutors reported diverse organisational, social and didactical concerns and challenges, results showed that different types of tutors struggled with different approach-specific issues and experienced tutoring in a slightly different manner. Taking these issues into account seems crucial for peer tutoring to reach its potential. Implications for peer tutoring programs and training of peer tutors are discussed.

Exploring Knowledge through Peer Tutoring in a Transitional Learning Community: An Alternative Way of Teaching Counseling Skills to Students in Social Work Education

Learning to be a professional child welfare worker involves learning counseling skills. In Norway, these skills have long been taught by teachers, but recent reforms in higher education initiated by the Bologna Process encourage giving more responsibility to students for their own learning. This paper describes one of these new initiatives—a peer tutoring program of counseling skills for students training to be child protection workers. Using the results of a series of questionnaires administered to and qualitative interviews with students who participated in the program from 2003 to 2009, this paper provides a summary account of the experiences of student tutees and tutors in the program—especially their evaluations of this alternative way of learning counseling skills. Analyses of the qualitative and quantitative data yielded by the study indicated that peer tutoring programs led to a number of positive effects, especially in terms of increased feelings of security and freedom in exploring different fields of knowledge. In addition, the program's collaborative and dialogical processes worked to incorporate tutors and tutees into a transitional learning community.

The effects and characteristics of family involvement on a peer tutoring programme to improve the reading comprehension competence

The aim of the present study was to investigate the impact of an educational programme involving peer tutoring at school and family tutoring at home on child reading comprehension achievement in Catalunya, Spain. We drew upon a sample of 303 primary school students from 8 to 11 years old and 223 family tutors from home (61.5% mothers, 15% fathers, 17% both parents, 6.5% siblings). Reading comprehension performance was assessed through standardised tests in pre and post-test bases. Background variables were collected by means of student and parent questionnaires and also teacher and family interviews. An analysis of the family tutoring interactions was also performed. The main results showed positive effects for all the students, but especially for the 223 students who received family support. Overall, the study reveals the effectiveness of peer learning to improve reading comprehension skills and the potential of family involvement for the development of academic skills when the school provides trust and support for it.

The Effects of a Peer Tutoring Programme to Improve the Reading Comprehension Competence Involving Primary Students at School and their Families at Home

Abstract This paper presents on the effects of an educational programme involving peer tutoring at school and family tutoring at home on child reading comprehension achievement. We drew upon a sample of 303 students and 223 family tutors. The methodology combined a quasi-experimental design and a qualitative analysis of texts. Background variables were collected by means of student and parent questionnaires and also teacher and family interviews. An analysis of the family tutoring interactions was also monitored. Overall, the study reveals the effectiveness of peer learning to improve reading comprehension skills and the potential of family involvement for the development of academic skills.

The Florida State University's Learning District: A Case Study of an Academic Library-Run Peer Tutoring Program

In March 2010, the first floor of the main library at The Florida State University was renovated as a learning commons. With this change in design, all tutoring that existed throughout the library was moved into the commons. The crown jewel of these programs is the library's in-house, late-night peer tutoring program that has seen incredible growth since its inception in fall 2009. Through the explication of various assessments, the author addresses the successes and failures of this nascent tutoring program that seeks to incorporate both academic and social benefits in an effort to positively impact student success.

A Survey of U.S. Dental School Programs That Help Students Consider Academic Careers

The faculty shortage in dental education has been reported for many years and is expected to increase. Some dental schools have developed "grow your own" programs that introduce students to academic careers and give them teaching experiences. These programs generally consist of teaching assistant, fellowship, and peer tutoring opportunities. In this study, a nineteen-item survey was sent to fifty-six U.S. dental schools to determine the extent to which such programs were being implemented. Thirty-six out of fifty-six dental schools responded, a response rate of 64 percent. Twenty-five schools or 69 percent of the respondents reported the existence of a formal teaching assistant, fellowship, or peer tutoring program in which students teach in some capacity. The main reasons reported for implementing these programs were to expose students to academia and to address faculty shortages. The respondents reported that positive outcomes for dental student teachers and their students were academic benefits and increased interest in academic life. Among the barriers reported were securing faculty and financial support and problems with scheduling.

The impact of a peer-tutoring program on quality standards in higher education

The purposes of this study were, on one had, to determine the impact of a peer tutoring program on preventing academic failure and dropouts among first-year students (N = 100), from Civil Engineering, Economics, Pharmacy, and Chemical Engineering careers; while, on the other hand, to identify the potential benefits of such tutoring program on the cognitive and metacognitive learning strategies and social skills of student mentors in their last year of studies or already in a postgraduate program (N = 41) at the University of Granada (Spain). After building and selecting the measurement instruments necessary to gather demographic and academic relevant information on both samples, and assigning first-year students to either an experimental or control group, the intervention consisted of ten 90-min tutoring sessions during the first semester lead by student tutors who, in turn, had undergone four 3-h training sessions on tutoring contents like planning and time management, cognitive and metacognitive learning strategies, motivational strategies and the use of materials designed ad hoc for this program. The results show differences in favour of the treatment group on grade point average, performance rate, success rate and learning strategies and, also, statistically significant pre-post differences for the tutors on learning strategies and social skills.

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

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.

Rush Medical College

Rush Medical College

Medical School Peer-Tutoring Training Curricula

Abstract Introduction This module presents two training curricula developed for the Mount Sinai School of Medicine volunteer peer-tutoring program. We initially created this training program for ou...

The Effectiveness of Peer Tutoring on Student Achievement at the University Level

Peer tutoring programs represent a key component of the learning support structure at universities across the United States. A common type of peer tutoring program engages advanced undergraduate students who have successfully completed a course to lead a small group of currently enrolled students in problem solving sessions. Given that these programs are widely used and well organized, a surprising lack of empirical evidence exists about their effectiveness. The education literature contains several strands of research about the tutoring process itself. These include the international pattern of tutoring practices, tutoring programs designed specifically for students with learning disabilities or students considered part of the at-risk population, initiatives where university students tutor their K–12 counterparts, and technologically grounded initiatives such as expert systems and Web based programs. Within the economics literature several studies (Bruce Sacerdote 2001, David J. Zimmerman 2003, Ralph Stinebrickner and Todd R. Stinebrickner 2008) have investigated the importance of peer effects on student learning. We seek here to begin to fill the void

Comparing Whole-Word and Morphograph Instruction During Computer-Assisted Peer Tutoring on Students’ Acquisition and Generalization of Vocabulary

Students with disabilities often have large vocabulary deficits that continue to increase over time if effective interventions that supplement daily academic instruction are not put in place. The current study used a simultaneous treatments design to analyze the comparative effects of whole-word vocabulary instruction and morphograph instruction on students’ vocabulary acquisition and generalization through the use of a computer-assisted peer-tutoring program. Seven of eight middle school participants with mild disabilities involved in this study acquired higher percentages of vocabulary in the morphograph condition compared to the whole-word condition. All eight students were better able to generalize to unknown vocabulary in the morphograph condition. This study’s findings indicate a functional relationship between morphograph instruction and the acquisition and generalization of vocabulary.

The effects of peer tutoring interview skills training with transition-age youth with disabilities

This paper examines the effectiveness of peer tutors teaching interview skills to transition-age youth with disabilities. Findings from studies show that students with disabilities do not receive adequate instruction in preparing for employment due to a variety of reasons. One strategy to improve employability skills is through the use of well-trained peer tutors to assist in teaching interviewing strategies. Providing training, structure, and support are important to designing a successful peer-tutoring program. Peer tutoring is beneficial to both tutors and tutees; it provides opportunities for self-advocacy and self-determination. The 6 students who participated in this 11-week study improved their interviewing skills when compared to their baseline data. Students with histories of behavior problems engaged in positive social interactions. Initial results indicate that the use of peer tutoring is an effective approach for students with disabilities to improve their abilities to interview for employment.

Applying a Randomized Interdependent Group Contingency Component to Classwide Peer Tutoring for Multiplication Fact Fluency

Researchers have documented the positive effects of classwide peer tutoring on academic performance, engagement, and other social behaviors of students with and without disabilities. Commonly, in classwide peer tutoring, students are paired and the class is divided in half. Points are awarded for tutoring behavior and academic responding during the tutoring session. At the end of the session, the half of the class with the most points earns a reward. In the current study, a fifth-grade teacher implemented classwide peer tutoring for multiplication facts. Instead of the traditional reinforcement system, a randomized classwide interdependent group contingency was implemented. Applying a multiple-probe design across problem sets, students demonstrated increased multiplication fact fluency across three problem sets. Discussion focuses on applied implications for contingency management when implementing classwide peer tutoring programs.

Making Retention Count: The Power of Becoming a Peer Tutor

Background/Context A review of the literature demonstrates that grade retention often fails to improve the academic and socioemotional outcomes of retained students. Although little empirical work on peer tutoring has focused specifically on retained students, the literature suggests that those students who act as peer tutors often experience improved school performance and self-concepts. Purpose of Study This work developed out of a concern that elementary school students being held back to repeat a grade, or retained, were not benefiting academically from non-promotion. The purpose of this action research study was to identify and implement an intervention that would improve the academic and socioemotional outcomes of a twice-retained third-grade student. Setting This study took place in a New York City public elementary school. Intervention The intervention involved implementing a 12-week peer tutoring program in which a retained third-grade student tutored a struggling classmate in mathematics. Research Design This is an action research study in which the author conducted research and implemented an intervention in her own classroom. Results After serving as a peer tutor, this student experienced increased math achievement, an improved self-concept, and better classroom behavior. These results suggest that having struggling students serve as peer tutors may be effective in improving both their academic achievement and socioemotional outcomes.

Buddy Reading in a Singaporean Primary School

■ Buddy Reading, a peer tutoring programme, is popularly adopted in Singapore schools to increase the reading proficiency of lower primary children who are not reading at age appropriate levels. However, this programme is rarely subjected to systematic evaluation. In view of this, the present study undertakes an evaluation of the programme as it is implemented in a Singaporean primary school. The evaluation brings to the fore some of the shortcomings inherent in the programme and proposes how the training could be enhanced. The final part of the paper evaluates the effects of the newly proposed training programme and concludes with implications for training and research in the area.

A peer-led supplemental tutorial project for medical physiology: implementation in a large class

The purpose of this study was to evaluate the practicality of implementing a peer-teaching program in a large class (>350 students) of medical students and whether such a program is beneficial. Case-based problems were developed by faculty members to facilitate student problem solving and discussion. Voluntary student enrollment was available during the first week of a semester. Tutorials took place during out of class time and were facilitated by peers from the previous class. Tutors were selected for their outstanding performance in physiology; they were provided with training in facilitation skills and were given a package of model answers. Sixty-eight students enrolled in this pilot program and were organized into groups of approximately 8 students. On average, students attended four of six tutorials. Posttutorial quiz scores were significantly greater than paired pretest scores. Surveys showed that students had high expectations at the outset, which were matched with positive perceptions at the end of the tutorial program; the use of near-peer tutors was especially well received. Tutors also gave high approval ratings for their experiences. In conclusion, the peer tutoring program was logistically straightforward to implement in a large class and was endorsed by the participants.

Perception and Experiences of High School Students Participating in Peer-Tutoring Program with Students with Disabilities

Perception and Experiences of High School Students Participating in Peer-Tutoring Program with Students with Disabilities

“Who's on First?”

As a growing number of students with disabilities are included within general education environments, it is important to plan ahead for the new and exciting social opportunities they will encounter in these environments. In addition to teaching programs designed to overcome basic communication deficits, it is important to give careful consideration to what students will talk about as they become fully participating members across a variety of new social environments. Students with disabilities often require repeated practice to acquire, generalize, and maintain social communication skills. A structured, reciprocal peer tutoring program can provide students with many opportunities to respond with immediate feedback. When implemented systematically, peer tutoring programs are able to support students as they practice the skills necessary for a conversational exchange. Therefore, this article describes how to create a systematic peer tutoring program with sports trivia content to teach and support social conversational skills for individuals with disabilities.

Effects of participation in a cross year peer tutoring programme in clinical examination skills on volunteer tutors' skills and attitudes towards teachers and teaching

BackgroundDevelopment of students' teaching skills is increasingly recognised as an important component of UK undergraduate medical curricula and, in consequence, there is renewed interest in the potential benefits of cross-year peer tutoring. Whilst several studies have described the use of cross-year peer tutoring in undergraduate medical courses, its use in the clinical setting is less well reported, particularly the effects of peer tutoring on volunteer tutors' views of teachers and teaching. This study explored the effects of participation in a cross-year peer tutoring programme in clinical examination skills ('OSCE tutor') on volunteer tutors' own skills and on their attitudes towards teachers and teaching.MethodsVolunteer tutors were final year MBChB students who took part in the programme as part of a Student Selected Component (SSC). Tutees were year 3 MBChB students preparing for their end of year 'OSCE' examination. Pre and post participation questionnaires, including both Likert-type and open response questions, were used. Paired data was compared using the Wilcoxon signed-rank test. All tests were two-tailed with 5% significance level.ResultsTutors reflected their cohort in terms of gender but were drawn from among the more academically successful final year students. Most had previous teaching experience. They were influenced to participate in 'OSCE tutor' by a desire to improve their own teaching and associated generic skills and by contextual factors relating to the organisation or previous experience of the OSCE tutor programme. Issues relating to longer term career aspirations were less important. After the event, tutors felt that participation had enhanced their skills in various areas, including practical teaching skills, confidence in speaking to groups and communication skills; and that as a result of taking part, they were now more likely to undertake further teacher training and to make teaching a major part of their career. However, whilst a number of students reported that their views of teachers and teaching had changed as a result of participation, this did not translate into significant changes in responses to questions that explored their views of the roles and qualities required of a good clinical teacher.ConclusionFindings affirm the benefits to volunteer tutors of cross-year peer tutoring, particularly in terms of skills enhancement and reinforcement of positive attitudes towards future teaching responsibilities, and have implications for the design and organisation of such programmes.