PEER TUTORING AMONG BEHAVIORALLY DISORDERED STUDENTS: ACADEMIC AND SOCIAL BENEFITS TO TUTOR AND TUTEE

This study was designed to investigate the effects of a same-age tutoring procedure on the academic performance and social behavior of behaviorally disordered middle school tutors and tutees. A multiple baseline design across tutors and tutees was employed to evaluate the effects of peer tutoring on...

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Bibliographic Details
Published in:Education & treatment of children 1990-05, Vol.13 (2), p.109-128
Main Authors: Franca, Vany Martins, Kerr, Mary Margaret, Reitz, Andrew L., Lambert, Deborah
Format: Article
Language:English
Subjects:
Academic Achievement
Behavior Disorders
Dyadic relations
Fractions
Intervention
Junior High Schools
Mathematics
Mathematics Instruction
Outcomes of Treatment
Peer Acceptance
Peer Relationship
Peer Teaching
Peer tutoring
Posttests
Self concept
Social Behavior
Social interaction
Sociometrics
Student Attitudes
Studies
Teaching Methods
Tutoring
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Summary:This study was designed to investigate the effects of a same-age tutoring procedure on the academic performance and social behavior of behaviorally disordered middle school tutors and tutees. A multiple baseline design across tutors and tutees was employed to evaluate the effects of peer tutoring on correct and error rates of responses on math worksheets. Tutors' and tutees' preand post-test scores on two sociometric measures, a self-concept scale, an attitude toward math scale, and direct observation data on social interactions were compared to investigate the social and attitudinal effects of peer tutoring. The peer tutoring intervention resulted in: (a) increased correct rates and decreased incorrect rates on tutors' and tutees' math worksheets; (b) minimal changes on sociometric measures for tutors and tutees; (c) small positive changes in self-concept scores for tutors, but no differences for tutees; (d) improvement in attitudes toward math for both tutors and tutees; (e) a significant increase in positive social interactions between the tutor and tutee in each dyad; and (f) less frequent negative social interactions between tutors and tutees.
ISSN:0748-8491
1934-8924