Skip to main content

Research Repository

Advanced Search

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

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

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


Authors

M. Zeneli



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 Mar 29, 2024
Journal International journal of psychology and educational studies.
Publisher IJPES
Peer Reviewed Peer Reviewed
Volume 3
Issue 2
Pages 1-13
DOI https://doi.org/10.17220/ijpes.2016.02.001

Files





You might also like



Downloadable Citations