The impact of interdependent cross-age peer tutoring on social and mathematics self- concepts

Year 2016, , 1 - 13, 01.05.2016

Mirjan Zeneli Peter Tymms David Bolden

https://doi.org/10.17220/ijpes.2016.02.001

Abstract

Abstract: This paper adds to the limited body of literature and concentrates on investigating the impact of a new peer tutoring framework, ‘Interdependent Cross Age-Peer Tutoring’ ICAT , on the socio-academic process of learning of self-concepts. ICAT is informed by Social Interdependence Theory, a socio-psychological perspective which aims to make cross-age peer tutoring more cooperative. The intervention took place in 2013 with three schools in England: Two of the schools adopted a pre-post-test quasi experimental design and one school school C adopted a single group design. In school A Year 8 students tutored Year 6 n=201 , in school B Year 9 students tutored Year 7 n=115 , and in school C Year 10 students tutored Year 8 n=102 . ICAT was applied once a week for a period of 35-40 minutes across six weeks, covering school-planned mathematic topics. For school A, which implemented ICAT according to programme specifications, some positive and significant effect sizes were observed.

Keywords

Social Interdependent Cross-Age Peer Tutoring, Mathematics Self-Concept, Social Interdependence, Cooperative Learning.

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