Completed in the Spring of 1993, this document represents a year-long study of "student-tutoring" and the effects this technique has on the low-achieving ,tutor. It reviews literature published on· ·:this topic, including the historical perspective, the educational theories behind it, .the effects on both the tutor and the tutee, the reasons why student tutoring is not used very often, and the development of an effective program. The primary research question asked IS, "How do academically low achieving fifth graders respond to cross-age tutoring?"
The research on student tutoring was based on Allen and Feldman's (1973) role model theory. This is a theory that believes that tutors will enhance self-worth, increase cognition, and improve behavior by conforming. to the expectations that they and others believe about the role.
The methodology used was qualitative inquiry, with data collected through observations, interviews, surveys, and student journals.
Self confidence and academic skills were positively enhanced in the tutor, through the use of a cross-age program. The research has shown that it is an inexpensive, effective method in helping low-achieving tutors.
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