Peer Tutoring as an Improvement Strategy for School Exploitation

Yıl 2018, , 953 - 961, 15.10.2018

Denisse İbeth Guerrero Flores Maria Elena Urdiales Ibarra Maria Guadalupe Villarreal Trevino Claudia Castro Campos Alexis Tadeo Loredo Tejeda

https://doi.org/10.12973/eu-jer.7.4.953

Öz

To determine the effectiveness of a peer tutorial strategy in the school achievement of English to high school students, whose mother tongue is not English, we made a comparison of two groups; in one, peer tutoring was carried out through the support of high average students and compared with the results of a group that did not receive the intervention. The tutors were 121 students who scored higher than 80 points in the initial exam and accepted to participate in the program. The group of tutees was formed by those who obtained scores lower than 65 and accepted to be tutored (101 formed the experimental group and 112 the control group). The peer tutoring was done in the classroom with the monitoring of the teacher, lasted 11 weeks, and focused on taking class notes and comparing them, giving feedback and clarifying doubts for 30 minutes after the teacher's explanation. The results of the midterm exam and final exam were analyzed through the Student's t-test, showing significant differences in the group that was tutored compared to the low-performing students who did not receive the intervention. The procedure was effective, finding that the use of peer support can improve school performance. It is necessary to monitor the profile of the tutors and systematize the tutorial strategy.

Anahtar Kelimeler

English, evaluation, peer, qualification, tutoring

Kaynakça

• Aguayo, M., Caballero, B., & Gomez, M. (2017). El impacto de las tutorías de inglés para alumnos de primer año de Pedagogía en Educación Media en Inglés generaciones 2014 y 2015 de la UCSC en el desarrollo de sus competencias comunicativas e incidencia de la ansiedad en la producción oral. Seminario de Investigación para optar al Grado Académico de Licenciado en Educación. Simposio o conferencia llevado a cabo en el congreso de la Universidad Católica de la Santísima Concepción, Facultad de Educación, Concepción, Chile.
• Alañón, M. (2000). A model of action tutorial at the Polytechnic University. Madrid: CIDE.
• Almajano, J. (2002). Experiencias previas. En M. Coriat (ed), Jornadas sobre tutorías y orientación, Granada: Editorial Universidad de Granada, 223-236.
• Arbizu, F., Lobato, C., & Del Castillo, L. (2005). Some models of boarding university tutoring. Journal of Psychodidactics, 10(1), 7-21.
• Baudrit, A. (2000). The tutor: Processes of guardianship between equals. Barcelona, Paidós.
• Beaman, A. L., Fraser, S. C., Diener, E., & Endresen, K. L. (1977). Effects of voluntary and semivoluntary peer-monitored programs on academic performance. Journal of Educational Psychology, 69(2), 109-114.
• Castañedo, M.L., & Davies, P. (2004). Public primary English language teaching in Mexico. Internal document, British Council Mexico.
• Chullén-Galbiati, F. (2013). Las tutorías y el desarrollo de habilidades para mejorar el rendimiento académico de los estudiantes de Medicina (tesis doctoral). Facultad de Ciencias de la Educación, Lima.
• Coriat, M., & Sanz, R. (2005). Orientation and tutoring at the University of Granada. Granada: Editorial Universidad.
• Davies, P. (2009). Strategic Management of ELT in Public Educational Systems: Trying to Reduce Failure, Increase Success. The Electronic Journal for English as a Second Language. Retrieved from http://www.tesl-ej.org/wordpress/issues/volume13/ej51/ej51a2/
• Dickinson, L. (1987). Self-Instruction in lenguage learning. Cambridge: Cambridge University Press.
• Duran, D., & Huerta, V. (2008). An experience of peer tutoring at the Mexican University of Oaxaca. Ibero-American Journal of Education, 48, 1-15.
• Duran, D. (2009). Learn to cooperate. From group to team. In J. I. Pozo & M. of P. Pérez. The psychology of university Learning: training in competitions. Madrid: Ediciones Morata.
• Duran, D., & Monereo, C. (2008). The impact of Peer Tutoring on student self-concept, self-esteem and satisfaction. School Psychology International. 29, 481-499.
• Duran, D. & Vidal, V. (2004). Peer tutoring: from theory to practice. A cooperative learning method for diversity in secondary school. Barcelona: Graó.
• Education First. (2014). EF English Proficiency Index. Retrieved from http://www.kernvakengels.nl/english-in-54-countries.pdf.
• Falchicov, N. (2001). Learning Together, Peer tutoring in higher education. Londres & Nueva York: Routledge Falmer.
• Fraser, S. C., Diener, E., Beaman, A. L., & Kelem, R. T. (1977). Two, three, or four heads are better than one: Modification of college performance by peer monitoring. Journal of Educational Psychology, 69(2), 101-108.
• Gairín, J., Feixas, M., Guillamón, C., & Quinquer, D. (2004). La tutoría académica en el escenario Europeo de la educación superior. Revista Interuniversitaria de Formación del Profesorado, 18(1), 61-77.
• Gómez, A. (2013). Teaching in Virtuality. Tutoring between student and teacher pairs. Uruguay: University of the Republic.
• González Robles, R. O., J. Vivaldo L., & A. Castillo M. (2004). English language competency of first-entry students to higher education institutions in the metropolitan area of Mexico City. Mexico: ANUIES-UAM-Iztapalapa.
• Griffin, M. M., & Griffin, B. W. (1998). An investigation of the effects of reciprocal peer tutoring on achievement, selfefficacy, and test anxiety. Contemporary Educational Psychology. 23, 298-311.
• Jiménez, M. (2015). Modelo para la implementación de la tutoría entre pares. Atenas, 3 (31), 23-31.
• King, A., Stafieri, A., & Adelgais, A. (1999). Mutual Peer Tutoring: Effects of Structuring Tutorial Interaction to Scaffold Peer Learning. Journal of Educational Psychology, 90(1), 134-152.
• Koch, S. (1992). Some aspects of the institutionalization of the ‘new psychology’. En S. Koch & D.E. Leary (Eds.), A century of psychology as science (2a Ed.) (pp. 7-35). Washington, DC: American Psychological Association.
• Krashen, S. (2003). Explorations in Language Acquisition and Use: The Taipei Lectures. Portsmouth, NH: Heinemann.
• Maynard, J., & Almarzouqi, I. (2006). Investigating peer tutoring. ELT Journal 60(1): 13-22.
• Melero, M. A., & Fernandez, P. (1995). Peer learning. In P. Fernandez, & M. A. Melero (comps.). Social interaction in educational contexts. Madrid: 21st century.
• Mills, B., & Cottell, P. (1998). Cooperative learning for higher education faculty. Phoenix, AZ, Oryx Press.
• Nattiv, A., Winitzku. N., & Drickey, R. (1991). Using cooperative learning with preservice elementary and secondary education students. Journal of teacher education, 42, 216-225.
• Ocaña, Y. (2011). Academic Variables that influence the academic performance of university students Educational Research, 15(27), 165-179.
• O´Donogue, J. (2015). Sorry. El aprendizaje del inglés en México. Mexicanos primero. Retrieved from http://www.miguelcarbonell.com/artman/uploads/1/jbr_jbr_Sorry-digital-ok.pdf
• Ordorica, D. (2010). Motivation of the university students to study English as a foreign language. Electronic Journal of the Media Library of CELE-UNAM, 3 (2). Retrieved from http://cad.cele.unam.mx/leaa/cnt/año 03/num01/Nombre del archivo/0302a04.pdf.
• Pedicchio, M. C. & Fontana, I. (2000). Tutoring in european universities. Trieste: Servizio Tipografico Editoriale d’Ateneo, 143- 156.
• Robinson, D.R., Schoflied, J. & Steers-Wentzell, K. L. (2005). Peer and CrossAge Tutoring in Math: Outcomes and Their Design Implications. Educational Psychology Review, 17(4), 327-362
• Rudland, S. C., & Rennie, J. R. (2014). Medical faculty opinions of peer tutoring. Abington Print. 27, 4- 9 doi: 10.4103/1357-6283.134290.
• Sherman, L.W. (1991). Cooperative Learning in Postsecondary Education: Implication from Social Psychology for Active Learning Experiences. A presentation to the annual meetings of the American Educational Research Association. Chicago, Illinois. Retrieved from https://files.eric.ed.gov/fulltext/ED330262.pdf.
• Spurlin, J., Dansereau, D., Larson, C., & Brooks, L. (1984). Cooperative Learning Strategies in Processing Descriptive Text: Effects of Role and Activity Level of the Learner. Cognition and Instruction, 1(4), 451-463. Retrieved from http://www.jstor.org/stable/3233564
• Topping, K. J. (1996). The Effectiveness of Peer Tutoring in Further and Higher Education: A Typology and Review of the Literature. Higher Education, 32, 321-345. Retrieved from http://dx.doi.org/10.1007/BF00138870
• Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631– 645.
• Torrado, D., Manrique, E., & Ayala, J. (2016) La tutoría entre pares: una estrategia de enseñanza y aprendizaje de histología en la Universidad Industrial de Santander. Medicas UIS, 29(1), 71-75.
• Torres, L.E., & Rodríguez, N.Y. (2006). Academic performance and family context in university students. Teaching and research in psychology, 11(2), 255- 270.
• Viáfara, J., & Ariza, A. (2008). A peer tutorial model to support self-learning in English. Ikala, 13(19), 173-209.
• Vigotsky, L. S. (1989). Fundamentals of Defectología. Havana City, Cuba: Pueblo and Education.