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

Zeneli, M.; Tymms, P.; Bolden, D.

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.

Citation

Zeneli, M., Tymms, P., & Bolden, D. (2016). The impact of interdependent cross-age peer tutoring on social and mathematics self- concepts. International journal of psychology and educational studies, 3(2), 1-13. https://doi.org/10.17220/ijpes.2016.02.001

• Journal Article Type: Article
• Acceptance Date: Mar 24, 2016
• Online Publication Date: May 1, 2016
• Publication Date: May 1, 2016
• Deposit Date: May 4, 2016
• Publicly Available Date: May 9, 2016
• Journal: International journal of psychology and educational studies.
• Electronic ISSN: 2148-9378
• Publisher: IJPES
• Peer Reviewed: Peer Reviewed
• Volume: 3
• Issue: 2
• Pages: 1-13
• DOI: https://doi.org/10.17220/ijpes.2016.02.001
• Public URL: https://durham-repository.worktribe.com/output/1383134