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Assessing the Differential Effects of Peer Tutoring for Tutors and Tutees

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Title: Assessing the Differential Effects of Peer Tutoring for Tutors and Tutees
Authors: Thurston, Allen, Cockerill, Maria, Chiang, Tien-Hui (ORCID 0000-0001-8255-1049)
Source: Education Sciences. 2021 11.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Tutors, Tutoring, Peer Teaching, Cooperative Learning, Instructional Effectiveness, Early Adolescents, Secondary School Students, Disadvantaged Environment, Socioeconomic Status, Reading Comprehension, Reading Improvement, Reading Strategies, Error Correction, Foreign Countries
Geographic Terms: United Kingdom (England)
ISSN: 2227-7102
Abstract: There is strong evidence that peer tutoring, as a form of cooperative learning, has a positive impact on tutor and tutee outcomes. However, little previous research has been reported as to the differential effects of engaging in cooperative learning in dyads for peer tutors and peer tutees, respectively. A randomised controlled experimental study was undertaken involving 295, 11- to 13-year-old students, drawn from 12 classrooms, across three secondary/high schools situated in areas of low-socio-economic status, in the north east of England. In total, 146 students engaged in cooperative learning for a period of 12 weeks, and 149 students served as a comparison group. Gains were significantly greater on independent standardised reading comprehension tests for those engaged in cooperative learning than those in comparison classes, and greater for tutors than tutees. The results are explored by critically reflecting on the underlying theories of education that may be at play in classrooms using this form of cooperative learning.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1290248
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Assessing the Differential Effects of Peer Tutoring for Tutors and Tutees
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  Data: <searchLink fieldCode="AR" term="%22Thurston%2C+Allen%22">Thurston, Allen</searchLink><br /><searchLink fieldCode="AR" term="%22Cockerill%2C+Maria%22">Cockerill, Maria</searchLink><br /><searchLink fieldCode="AR" term="%22Chiang%2C+Tien-Hui%22">Chiang, Tien-Hui</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8255-1049">0000-0001-8255-1049</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+Sciences%22"><i>Education Sciences</i></searchLink>. 2021 11.
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
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  Data: 12
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Adolescents%22">Early Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Environment%22">Disadvantaged Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Improvement%22">Reading Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Correction%22">Error Correction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Data: 2227-7102
– Name: Abstract
  Label: Abstract
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  Data: There is strong evidence that peer tutoring, as a form of cooperative learning, has a positive impact on tutor and tutee outcomes. However, little previous research has been reported as to the differential effects of engaging in cooperative learning in dyads for peer tutors and peer tutees, respectively. A randomised controlled experimental study was undertaken involving 295, 11- to 13-year-old students, drawn from 12 classrooms, across three secondary/high schools situated in areas of low-socio-economic status, in the north east of England. In total, 146 students engaged in cooperative learning for a period of 12 weeks, and 149 students served as a comparison group. Gains were significantly greater on independent standardised reading comprehension tests for those engaged in cooperative learning than those in comparison classes, and greater for tutors than tutees. The results are explored by critically reflecting on the underlying theories of education that may be at play in classrooms using this form of cooperative learning.
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  Data: 2021
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  Data: EJ1290248
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      Pagination:
        PageCount: 12
    Subjects:
      – SubjectFull: Tutors
        Type: general
      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: Peer Teaching
        Type: general
      – SubjectFull: Cooperative Learning
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      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Early Adolescents
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Disadvantaged Environment
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      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Reading Comprehension
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      – SubjectFull: Reading Improvement
        Type: general
      – SubjectFull: Reading Strategies
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      – SubjectFull: Error Correction
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: United Kingdom (England)
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      – TitleFull: Assessing the Differential Effects of Peer Tutoring for Tutors and Tutees
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            NameFull: Chiang, Tien-Hui
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              Y: 2021
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