Cross-age peer tutoring of science in the primary school: influence on scientific language

and thinking

Keith J. Topping ,Carolyn Peter ,Pauline Stephen & Michelle Whale

Pages 57-75 | Published online: 05 Oct 2010

The development of deeper understanding and transferable skills in science requires

continuous interactive discussion and feedback and extended practice in various
contexts for generalisation. In primary schools, these desiderata are difficult to supply
through direct teacher instruction, but might be feasible through interactive peer
tutoring. This study aimed to evaluate cognitive and affective gains from cross-age peer
tutoring for both tutees and tutors in science, using the “paired science” programme. For
the first time this programme was used to focus on peer rather than parent tutoring and
on junior school rather than early years pupils, and for the first time an objective
measure of cognitive gain in science was used. Experimental peer tutees were a whole
class (n=32) of seven- to eight-year-olds; tutors a whole class (n=33) of eight- to nine-
year-olds in the same school. A parallel composite class of seven- to nine-year-olds
(n=24) served as controls for tutees and tutors. A peer tutoring paired science
intervention was implemented for two 30-minute sessions per week for eight weeks.
Video and observational data indicated implementation integrity was satisfactory. Pre-
and post-project assessments of understanding of scientific concepts and keywords of a
random sample of tutees, tutors and their respective controls (4×n=10) were conducted.
Additionally, the attitudes of all the tutees, tutors and their teachers towards their
experiences were explored by post hoc questionnaire. On pre-post assessments of
understanding of scientific concepts and keywords, the experimental group made
significant gains while the control group made no gains, yielding effect sizes greater
than one. Tutees made greater gains than tutors. The attitudes of the paired scientists
and their teachers towards their experiences were generally very positive. It was
concluded that cross-age peer tutoring of science using the paired science programme
offers an effective pedagogical strategy, with both cognitive and affective benefits for
both tutors and tutees. Recommendations for future research are made.

2013-12-20 Effects of a Cross-Age Peer Tutoring Program on Reading Performance of Hispanic

Title I Second and Third Grade Students Ana Isabel Rodriguez
Hispanic students are falling behind their peers in reading fluency and are struggling to close the gap.
This study examined the reading fluency influence on 73 Hispanic second and third grade students while
receiving reading fluency support from middle school Hispanic tutors. These students were compared to
Hispanic second and third grade students not receiving tutoring reading support. All students were
assessed before the tutors gave reading support, mid-year and after the reading support finished using a
school district fluency measurement. Findings found that students made rapid growth in reading fluency
from the beginning of the tutoring support to mid-year. From mid-year to the end of the tutoring
support, students continued to make growth but at a slower rate. The study used a Likert scale
questionnaire given to the teachers and administrators to evaluate perspectives of the effectiveness of
the tutors. The findings indicate that tutors are beneficial in supporting the increase in reading fluency
achievement as well as being role-models for young Hispanic students. Results of the study suggest that
small group instruction guided by a tutor is beneficial to second and third grade students.

Pritz, Sandra G.; Crowe, Michael R

Techniques for Remediation: Peer Tutoring. BASICS: Bridging Vocational and Academic Skills.

The educational benefits of peer tutoring are many. In this time of declining resources am: increasing
emphasis on basic academic skills, educators are seeking ways to make their teaching more effective. Of
particular concern to vocational educators are learners with remediation needs that hamper their
success in vocational programs. Peer tutoring is a cost-effective, easily implemented, proven strategy. If
properly planned, implemented, and evaluated, peer tutoring can be a valuable support program for all
vocational students.

Peer tutoring is an instructional technique used successfully with students at all levels to achieve
academic and social development goals. Collaborative learning U. ough peer tutoring can be beneficial
for both disabled and normal students. Benefits for the tutee include increased individualized attention,
closeness to the instructor, and improved learning efficiency (Pierce 1983). Positive 1 gains have been
shown in academic achievement, social integration, and cognitive skill development with various types
of tutoring, including peer, cross-age, normal-handicapped, and handicapped-normal, in which
handicapped learners serve as tutors for normal learners (Asselin and Vasa 1983; Holder and Lister 1982;
Osguthorpe 1984; Ford and Russell 1983).