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FIND21.TXT
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1986-03-19
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TUTORING
RESEARCH FINDING:
Students tutoring other students can lead to improved academic
achievement for both student and tutor, and to positive attitudes
toward coursework.
COMMENT:
Tutoring programs consistently raise the achievements of both the
students receiving instruction and those providing it. Peer
tutoring, when used as a supplement to regular classroom teach-
ing, helps slow and underachieving students master their lessons
and succeed in school. Preparing and giving the lessons also
benefits the tutors themselves because they learn more about the
material they are teaching.
Of the tutoring programs that have been studied, the most effec-
tive include the following elements:
. highly structured and well-planned curricula and instruc-
tional methods;
. instruction in basic content and skills (grades 1-3),
especially in arithmetic; and
. a relatively short duration of instruction (a few weeks
or months).
When these features were combined in the same program, the stu-
dents being tutored not only learned more than they did without
tutoring, they also developed a more positive attitude about what
they were studying. Their tutors also learned more than students
who did not tutor.
Cohen, P. A., Kulik, J. A., and Kulick, C-L. C. (Summer l982).
"Educational Outcomes of Tutoring: A Meta-Analysis of Findings."
American Educational Research Journal, Vol. l9, No. 2, pp. 237-
248.
Devin-Sheehan, L., Feldman, R. S., and Allen, V. L. (l976).
"Research on Children Tutoring Children: A Critical Review."
Review of Educational Research, Vol. 46, No. 3, pp. 355-385.
Mohan, M. (l972). Peer Tutoring as a Technique for Teaching the
Unmotivated. Fredonia, NY: State University of New York Teacher
Education Research Center. ERIC Document No. ED 06ll54.
Rosenshine, B., and Furst, N. (l969). The Effects of Tutoring
Upon Pupil Achievement: A Research Review. Washington, D.C.:
U.S. Department of Education. ERIC Document No. ED 064462.