Assessing the Differential Effects of Peer Tutoring for Tutors and Tutees in Elementary Reading Education

Research output: Contribution to conferencePaperpeer-review

Abstract

There is strong evidence that peer tutoring, as a form of cooperative learning, has a positive impact on tutor and tutee outcomes. However, it remains unreported as to the differential effects of engaging in cooperative learning in dyads for tutors and tutees. A quasi-experimental study was undertaken involving 294, 11 to 13-year-old students, taught by 12 teachers across three high schools. 149 students engaged in cooperative learning for a period of 12 weeks. 141 students served as comparison group. Gains were significantly greater on independent standardized reading tests for those engaged in cooperative learning, than those in comparison classes, and greater for tutors than tutees.
Original languageEnglish
Publication statusPublished - 15 Apr 2018
Event2018 American Education Research Association (AERA) National Conference - New York, United States
Duration: 13 Apr 201817 Apr 2018

Conference

Conference2018 American Education Research Association (AERA) National Conference
CountryUnited States
CityNew York
Period13/04/201817/04/2018

Fingerprint

Dive into the research topics of 'Assessing the Differential Effects of Peer Tutoring for Tutors and Tutees in Elementary Reading Education'. Together they form a unique fingerprint.

Cite this