This study investigates the effect of the helping relationship in cross-age tutoring upon the attitude toward school, self-concept, and grade average of elementary and middle-school students.The data measuring attitude toward school of those in the tutor-pupil relationship imply that this variable is the most sensitive to the tutoring program. The program resulted in a definitely superior attitude toward school for eighth graders and one sub-group of third graders. Therefore, it is concluded that cross-age tutoring can be expected to result in an improved attitude toward school on the part of children in specific age levels. Since no significant difference in self-concept was found, cross-age tutoring cannot be supported as an indirect means of improving the self-concept of children. Generally, the experimental condition of the tutor-pupil relationship did not result in higher grade averages for the experimental tutors and pupils in grades three, five, and six; however, the grade averages of lower-ability eighth-grade students showed highly significant gains over the control group. Therefore, although cross-age tutoring cannot be expected to improve academic standing of all elementary students, lower-ability eighth-grade students acting as tutors can be expected to improve their academic standing.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc500753 |
| Date | 12 1900 |
| Creators | Dobbs, Mae E. |
| Contributors | Earp, Norman Wesley, Bonk, Edward C., Newsom, Herman A. |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | x, 163 leaves, Text |
| Rights | Public, Dobbs, Mae E, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
Page generated in 0.0017 seconds