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."

Availability:
Free
Publication Date:
2011
Authors:
Mandi Hill; Cedric Greive
Publisher:
Avondale Academic Press
PO Box 19
Cooranbong, NSW  2265

Phone: 61 2 4980 2233
FAX: 61 2 4980 2118
Email: robert.mciver@avondale.edu.au
URL: http://www.avondale.edu.au/research/avondale-academic-press/
Order Information:
Teach Journal of Christian Education, Volume 5, Issue 2, Page 50
Language:
English
Resource Type:
Internet Resources; Published Articles & Papers
Resource Objective:
Development & Training; Research
Level:
Kindergarten-Grade 8
Audience:
Administrator / Leader, Teacher / Faculty, Researcher
Religious Origin:
Seventh-day Adventist