Running head: EFFECTS OF PEER TUTORING
Effects of Peer Tutoring on Vocabulary Achievement
Ansley M. Carmichael
Valdosta State University
1
EFFECTS OF PEER TUTORING
2
Abstract
The purpose of this study was to determine if peer tutoring among fourth grade students
increased vocabulary achievement. It also examined how peer tutoring affected students’
attitudes about learning vocabulary. Fourth grade students (N = 20) in the southeastern United
States participated in the study. Peer tutoring was implemented for 4 weeks and withdrawn for 4
weeks during the study. Results were determined using vocabulary assessments, pre and post
attitude surveys, and field notes. Results indicated a significant increase of vocabulary
achievement scores and student attitudes were exceptionally positive during the intervention.
Peer tutoring is an effective way to gain higher achievement scores and increase positive
attitudes towards learning vocabulary skills.
EFFECTS OF PEER TUTORING
3
Effects of Peer Tutoring on Vocabulary Achievement
The elementary school in this study had 409 students in grades 4 through 7. Students with
disabilities made up 18% of this population while economically disadvantaged students made up
66%. On the 2006-2007 CRCT report, the fourth grade had 16 students out of 100 who did not
meet the passing reading criteria. Sixty-two of those children did meet the reading criteria and 22
exceeded it.
Students in the researcher’s class changed teachers once during the day. The researcher
teamed with another teacher who taught math, science, and social studies. The researcher was
responsible for teaching English, reading, and spelling. She had 2 hours and 30 minutes with
each class. Forty five students received SRA (Scientific Research Association) reading
instruction in the afternoon; a 30-minute program utilized to correct and refine reading skills.
Teachers often have lower level students who have trouble in many academic areas.
Some students in this case study were labeled as Special Education students and grouped with
regular education students. These children were often in need of assistance, so the teacher
developed a way to use student peers to help and encourage them. The teacher’s concern was
that half of the class needed help all the time, while the other half usually could work
independently after the vocabulary lesson was introduced and taught.
Many students in this class had poor attitudes toward reading. In general, students often
complained about the work or activities they were assigned, were not attentive to academics, and
often did not complete assignments or study for vocabulary tests. Many of the students did not
have the support needed at home for extra reinforcement.
EFFECTS OF PEER TUTORING
4
The purpose of this study was to determine if peer tutoring improved vocabulary
achievement scores and attitudes toward learning vocabulary. Research determined whether
students strengthened their vocabulary knowledge within the peer group tutoring sessions.
Review of Literature
Using peer tutoring to help students achieve academic success is not a new strategy. Peer
assisted learning has been utilized in education for many years. Research has shown that peer
tutoring can improve academic, social, and responsibility skills in students. Teachers should not
be the main source of information in a student’s academic life. Serving in the role of a tutor
seems to be beneficial for improved self-esteem of low achieving students (Fulk & King, 2001).
Peer tutoring is also an effective way to work one-on-one with a struggling student (Van Zant &
Baily, 2002).
Peer tutoring research has been conducted in a broad range of classroom settings. These
settings consist of general, remedial, special education, resource, and self-contained educational
classrooms (Stenhoff & Lignugaris/Kraft, 2007). In 60 % of these studies, tutees’ basic reading
and vocabulary were addressed. Improving basic academic and social skills is often crucial for
improving a student’s independent comprehension ability. Four peer tutoring types are identified:
reverse-role, heterogeneous, homogenous, and cross-age. Stenhoff and
Lignugaris/Kraft both agreed after their studies that heterogeneous peer tutoring has enough
evidence to support its use as an evidence-based practice.
The idea of peer tutoring as defined by Miciano (2006) is “a cooperative/collaboration
teaching and learning strategy where the learners of about the same age teach and learn from
each other” (p. 53). During Miciano’s study of peer tutoring between 70 high school tutees and
12 college tutors, he concluded that the tutor training did not adequately prepare the tutees in
EFFECTS OF PEER TUTORING
5
terms of motivation and classroom management. However, the study was not unsuccessful in the
long run. It did reveal in the interviews that the tutors benefited more from the program than the
tutees. The tutors gained meaningful interaction with others, while increasing their knowledge of
the subject.
Similar to Miciano’s study, Vogel, Fresko, and Wertheim (2007) described how peer
tutoring college students with learning disabilities can be helpful in many areas. The aim of the
peer tutoring program was to help students with learning disabilities achieve success in higher
education settings. This study did not directly measure achievement, but they did find that both
the tutees and tutors perceived tutoring as valuable to the tutees. Both groups (tutees and tutors)
expressed high approval with the program. Not only would the researcher expect the tutees to
gain knowledge, but also the tutors as well. These studies suggest what the researcher has always
believed; when a person is taught something, the tutee/tutor benefits from the review as well.
Both of these studies suggest that peer tutoring is an important key to meaningful student
interaction and achieving success.
Previous studies seemed to support the notion that students with disabilities can be
successful with peer tutors. Criscitiello and Tournaki (2003) gave students with emotional and
behavior disorders a chance to tutor students without disabilities. The purpose of this was to
improve classroom behavior for the students with disabilities. The data showed that students with
disabilities benefited from the experience by reducing the negative behaviors during learning
time.
DuPaul, Ervin, Hook, and McGoey (1998) conducted research related to children with
attention disorders who showed higher rates of off-task behaviors in classrooms. Peer tutoring in
this study involved an instructional strategy used by19 students with attention deficit
EFFECTS OF PEER TUTORING
6
hyperactivity disorder (ADHD). Class wide peer tutoring (CWPT) of students with ADHD
resulted in improvements in off-task behavior. CWPT also improved academic performance in
spelling and math. Considering the data revealed in this research report, peer tutoring appeared to
be an effective strategy for addressing academic and behavior problems within the classroom.
Not all students can benefit from teacher-led instruction for an entire class period.
Students tend to get bored and restless easily. They want to interact with their peers and groups
differently within the classroom setting. Kamp, Greenwood, Arreaga-Mayer, Veerkamp, Utley,
and Tapia (2008) investigated 975 middle schools within a 3-year period. The study focused on
CWPT vs. teacher-led instruction. The use of CWPT resulted in moderate to large improvements
for middle school students in learning social studies and reading content. Reading quiz scores
improved in reading classes. Overall, the study provided a better understanding of CWPT as an
instructional strategy for older students.
Viadero (2003) published a paper analyzing the results of 80 studies on peer-assisted
learning strategies. From the research gathered, she concluded that elementary students learn
better when they teach each other. Viadero also found that peer tutoring seemed to be
particularly effective in dealing with low income, urban, and minority students.
A study conducted by Maheady, Harper, Mallette, and Karnes (2004) focused on general
education teachers who were prepared to use an evidence-based teaching practice and the effects
it had on their students’ academic performance. Participants learned to use a program called
Juniper Gardens Children’s Project’s Class Wide Peer Tutoring (CWPT). Academic effects on
students’ spelling test performance were measured using weekly pre and post-tests. This study
suggested that general educators can learn to be successful in applying peer tutoring to their
classrooms if they do it in an effective manner.
EFFECTS OF PEER TUTORING
7
Kreuger and Braun (1999) found that the majority of children entering school in
Sherbrooke Elementary in Quebec, Canada, do not speak English as their first language. French
is the first learned language in this area. Peer tutoring was implemented to boost the reading
achievement gap in second and third grade students. This program was implemented on a daily
basis for an entire academic year. Twenty-two second graders and 28 third graders took part in
this study. The results of this implementation were significant. The second grade students
showed a gain of 1.5 years in reading fluency and comprehension. The third grade students
showed a gain of 1.65 years in the same areas. Peer tutoring was a success story in this particular
program.
One study of ClassWide Peer Tutoring (CWPT) met the What Works Clearinghouse
(WWC) evidence standards. The study included more than 200 students from 6 different schools.
Many academic areas were researched, but the only relevant area of evidence for CWPT was
general reading achievement (U.S. Department of Education, 2007). However, the researcher’s
study only included one particular area, which was vocabulary. The positive aspect of this study
was that reading achievement improved. Also, the researcher reported that vocabulary and
reading go hand-in-hand.
As the research above concluded, peer tutoring has been used with all ages, disabilities,
and cultures. Research has proven that peer tutoring can influence a child to be academically and
socially successful in the classroom. In this study on the effects of peer tutoring on vocabulary
improvement, the researcher investigated the strategy of peer tutoring to motivate low-achieving
students to become successful and also help higher achievers stay focused.
Research Questions
Research question 1. What are the effects of peer tutoring on vocabulary achievement?
EFFECTS OF PEER TUTORING
8
Research question 2. What are the attitudes of students toward peer tutoring?
Definitions of Variables
Peer tutoring. Peer tutoring is two or more students grouped together to study or explain
when something is not clear and understandable to them. It is a system involving tutor-tutee pairs
working together to achieve a goal.
Vocabulary achievement. Vocabulary achievement is a measure of students’ knowledge
of word meaning and comprehension. Vocabulary achievement was defined in this study as the
gain on vocabulary tests when pre and post tutoring test scores were compared.
Attitudes. Attitudes are the thoughts and feelings of each student while peer tutoring is
occurring. Attitudes were measured by a teacher-created survey (see Appendix B).
Methods
Participants
Fourth grade regular and special education students (N = 20) participated in this study
on the effects of peer tutoring on vocabulary achievement. The 20 participants were between the
ages of nine and eleven years old. Twelve students received free or reduced price lunch. Five
students qualified for Special Education Services. All participants were assigned to fourth grade
classes at the beginning of the school year. Students who enrolled late or were withdrawn during
the course of the study were not included in the data collected. Convenience sampling was used
to select the participants. For this study, the researcher focused on a class majority of students
who were low-achieving and low-motivated students struggling with vocabulary. Students were
paired heterogeneously. Sixty-five percent of the students in the study were White and 55 %
were female. Table 1 shows the demographic data for the student participants.
EFFECTS OF PEER TUTORING
9
The researcher had been teaching for a total of 7 years and had worked in fourth grade for
5 years. The researcher was accompanied by a co-teacher during the vocabulary instruction.
Table 1
Demographic Data of Participants (N = 20)
Ethnicity
Gender
Black
White
Other
Male
Female
5
13
2
9
11
Intervention
The intervention implemented was peer tutoring on vocabulary activities and
assignments. For the first 4 weeks, peer tutoring was used on all vocabulary activities. Students
paired up to facilitate each other with any activity to study vocabulary comprehension. The
researcher paired students according to academic and compatibility levels. Academic levels were
based on previous vocabulary assessment scores and compatibility levels were based on a
questionnaire the students completed (see Appendix A). Each high to average achieving student
was paired with a low achieving student.
Students were given 20 minutes, three times a week to discuss, study, and compare
vocabulary work. Students also helped their peer tutor-partner complete vocabulary
comprehension worksheets during that allowed time. Vocabulary worksheets were in each
student’s Houghton Mifflin Practice Book. Each worksheet had different strategies of helping the
students become familiar with the vocabulary word. They consisted of matching, sentence
completion, multiple choice, and sentence construction. Students were allowed to use the
glossary in the back of their reading book along with a dictionary if needed.
EFFECTS OF PEER TUTORING
10
After the 4 week period of implementing peer tutoring, peer tutoring was withdrawn for
the next 4 weeks. Students were not allowed to assist or get assistance from their partners. All
vocabulary activities were done independently and the students were responsible for studying at
home. Vocabulary instruction was teacher directed for the remaining 4 weeks. Students were
only allowed assistance from the teacher during that time period. Data was collected and
interpreted during both 4-week periods of research.
Data Collection Techniques
Several types of data collection techniques were used during the researcher’s study. Data
collection techniques were implemented to determine student vocabulary achievement, attitudes,
and participation levels while the students interacted during peer tutoring. Each collection
technique is described in detail below.
Vocabulary tests. Each story read by students listed vocabulary words that they were to
learn and comprehend. All tests consisted of 6-10 vocabulary words. Vocabulary comprehension
tests were administered after students finished each vocabulary lesson. Students were required to
make a 70 percent or higher in order to pass the test. Tutoring was withdrawn during the last 4
week period of the study. Vocabulary tests were given weekly during the 8 week period of the
research study. Those vocabulary scores were used to compare achievement gains with and
without the use of peer tutoring.
Peer Tutoring Attitude Survey. Students completed a 5-item teacher developed attitude
survey (see Appendix C) about vocabulary and peer tutoring. Questions were related to students’
feelings toward vocabulary and working with a partner during vocabulary activities. It was
administered to all students before and after peer tutoring was implemented.
EFFECTS OF PEER TUTORING
11
Field Notes Observation Log. The researcher collected field notes three times each
week during the study as the students participated in peer tutoring. Field notes were also
continued when peer tutoring was withdrawn. An observation log was completed by the
researcher during the peer tutoring intervention. Each student was identified by his or her
number and the researcher documented the results of the intervention. Field notes were used to
assist in measuring the attitudes and behaviors of students. Participation levels and attitudes of
students were recorded as well as student comments that were relevant to the researcher’s study.
Results
The purpose of this research was to determine the effectiveness of peer tutoring
application on achievement and attitudes in a fourth grade Language Arts class. Results of
this study are based on the researchers’ analysis of data which consisted of eight vocabulary
achievement assessments, pre and post attitude surveys (Appendix B), and field notes
(Appendix C).
To determine the effectiveness of peer tutoring on students achievement, peer tutoring
was implemented for 4 weeks and then withdrawn the remaining 4 weeks. All achievement
grades were averaged during both the 4 week period of peer tutoring and last 4 weeks when peer
tutoring was withdrawn. The two averages are compared and shown in table 2.
Table 2
Comparisons of Peer Tutoring scores and Non-Peer Tutoring scores
Groups Contrasts
N
M
SD
t-value
p
Peer Tutoring
20
94.7
2.39
4.44
0.02*
Non-Peer Tutoring
20
87.76
2.61
* p < .05; ** p < .01
EFFECTS OF PEER TUTORING
12
Means and standards deviations for Peer Tutoring and Non-Peer Tutoring scores
are given in Table 2. The mean Peer Tutoring score (M = 94.7) was significantly higher
(t(19) = 4.44, p = 0.02) than the Non-Peer Tutoring mean score (M = 87.76).
Peer tutoring can be implemented in many different forms. It can be used for many
different subjects and activities, but it does not work well with every type of student. Peer
tutoring has to be implemented in a very controlled environment. The teacher must be involved
with student interaction at all times. Monitoring has to take place while the students are working
together.
In this particular study, peer tutoring was an effective tool, and it improved students’
ability to perform better on vocabulary assessments. Positive effects of peer tutoring were found
in the overall average of the students’ grades. During the 4 weeks that peer tutoring was used, the
grade point average was significantly higher during the 4 week intervention.
Cohen’s d was used to calculate the effect size of the peer tutoring intervention on
vocabulary assessment scores. There was significant difference in the mean scores of the two
comparisons (see Table 2) and the peer tutoring treatment had a vast effect (d = 2.85). An
average student in the peer tutored setting would be expected to outscore 99% of the students
who did not participate in a peer tutored setting.
The researcher administered pre and post surveys to determine if peer tutoring had
positive effects on students’ attitudes toward learning and working together. Table 3 shows the
results of the survey that was given to 20 students who participated during the research study.
EFFECTS OF PEER TUTORING
13
Table 3
Comparison of Pre- and Post-Intervention Peer Tutoring Attitude Survey
Survey Questions
1. I like learning
vocabulary.
2. I like working by myself
to study and complete
work.
3. I like working with a
partner to study and
complete work.
4. I learn more when
working with a partner.
5. I feel more comfortable
asking my partner for help
instead of my teacher.
Pre-Survey Results
Post-Survey Results
Yes
No
Sometimes
Yes
No
Sometimes
51%
22%
27%
65%
25%
15%
Yes
No
Sometimes
Yes
No
Sometimes
15%
54%
31%
0%
50%
50%
Yes
No
Sometimes
Yes
No
Sometimes
73%
9%
18%
85%
15%
0%
Yes
No
Sometimes
Yes
No
Sometimes
59%
9%
32%
65%
35%
0%
Yes
No
Sometimes
Yes
No
Sometimes
14%
68%
18%
30%
40%
30%
The results of the student attitude survey showed that after peer tutoring was implemented, the
majority of students agreed on all positive statements related to peer tutoring and learning
vocabulary. Sixty-one percent of the students showed that they like learning vocabulary, which
was a 14 % increase from before the implementation of intervention. The 9% of students who
decided they did not like working with a partner changed their minds after they participated in
peer tutoring. The first statement in the survey was, “I like working with a partner to study and
complete work.” There was a 12% gain of the students who decided they do. “I learn more when
EFFECTS OF PEER TUTORING
14
working with a partner,” was the fourth statement on the survey. Of that 28%, 22% changed their
opinion to say that they learn more when working with a partner, but 6% did decide that they did
not agree with that statement.
The last statement was, “I feel more comfortable asking my partner for help instead of
my teacher.” There was a 16% increase of students that stated “Yes” and a 12% increase that
stated “Sometimes”. There was a 28% decrease of students that did not feel more comfortable
asking their partner after the implementation. Overall, the survey indicated majority of students
were more positive toward peer tutoring after the intervention was completed.
To expand on learning what kind of attitudes students felt toward peer tutoring, the
researcher recorded field notes. A majority of the field notes indicated that many students
enjoyed interacting with each other while peer tutoring occurred. The researcher recorded
comments, participation levels, and attitudes made by students that were related to the study.
Most comments were positive during the implementation of peer tutoring. One student
said, “This is fun,” while another one stated, “You don’t know your words do you?” One student
whispered, “I’m teaching her how to remember the words.” This student was really taking her
role seriously and seemed to take pride in helping her partner who was a lower achieving student
with diagnosed ADHD. Another student asked, “Can we do partners everyday?” This response
indicated the student enjoyed the interaction and extra support they were receiving.
The majority of the class had a positive or average attitude while interacting with each
other. The researcher only documented 4 students with low participation and poor attitude levels.
They seemed to be uninterested and did not enjoy helping others. One student was documented
saying, “He’s not helping me and I want a new partner.” The student was upset that their partner
was not participating as he/she should. This situation seemed to be the case with the other three
EFFECTS OF PEER TUTORING
15
students as well. Another student that displayed a poor attitude with low participation said, “I’m
tired of studying,” with his head down on his desk. That particular student had exhibited that
same bored and distracted behavior before the intervention took place.
Off-task behavior was documented at times. Several students were talking about personal
items of interest and one student was completing homework for their math class. The researcher
concluded that the majority of students were more often seen on-task than off-task.
The researcher also took field notes during the weeks that peer tutoring was withdrawn.
Students were not able to interact with each other but attitudes and comments were still
documented. The researcher noticed that many students were disappointed they were unable to
work together. A majority of them asked if they could pair up. Higher and lower achieving
students seemed to miss peer tutoring the most. These students had comments similar to one
student who asked, “Can we please work with each other?” When the researcher replied to the
students, “No, that will make the data inaccurate for the project,” they complained about it. Only
several of the students seemed to be expressionless and returned to original studying activities.
Discussion
Conclusions
To determine if the intervention improved academic achievement, the researcher
compared results of the 4 week peer tutoring intervention to the 4 weeks of non peer tutoring.
The researcher used vocabulary assessments to determine the effects. When compared, results
showed that more students increased their vocabulary assessment scores using the peer tutoring
approach. Positive effects of peer tutoring were found in the overall average of students’ grades.
During the 4 weeks that peer tutoring was used; the grade point average was significantly higher
than during the weeks it was not used.
EFFECTS OF PEER TUTORING
16
Individual effects of peer tutoring were also considered. Though the group mean was
higher, peer tutoring did not have a positive effect on all students’ grades, leading to the
conclusion that this intervention is more effective for some students than for others. Discussed in
the review of literature, Miciano’s (2006) study of peer tutoring concluded that the tutor training
did not adequately prepare the tutees in terms of motivation and classroom management.
However, the study did reveal in the interviews that the tutors benefited more from the program
than the tutees. The tutors gained meaningful interaction with others, while increasing their
knowledge of the subject. Even though peer tutoring may not have a positive effect on all
students’ achievement scores, it is suggested that peer tutoring is an important key to meaningful
student interaction and achieving success.
To determine the impact of student attitudes while participating in peer tutoring, the
researcher designed a survey to measure participants’ feelings. Results of the survey suggested
that students’ attitudes had improved about learning vocabulary after peer tutoring was
implemented. The survey also revealed that students enjoyed working with a partner to study and
complete work. Sixty-five percent of students claimed to learn more when they worked with a
partner.
Vogel, Fresko, and Wertheim (2007) described how peer tutoring helped students with learning
disabilities achieve success. Both groups (tutee and tutors) expressed high approval with the peer
tutoring program and claimed to gain knowledge from their experience.
From the research gathered by Viadero (2003), she concluded that elementary students
learn better when they teach each other. Viadero also found that peer tutoring seemed to be
particularly effective in dealing with low income, urban and minority students. About 60%
percent of the researcher’s class consisted of low income and urban students.
EFFECTS OF PEER TUTORING
17
The researcher also documented field notes during the 8 week study. Viadero affirmed
that elementary school students learn better when they teach one another than they do in
completely teacher-directed classrooms. The researcher recorded that the majority of the students
did enjoy learning and teaching their partners, only documenting several students who did not.
There were some students who could not stay focused with a partner and seemed to get bored
easily.
Revilli and Horne (1997) recorded that tutoring also had a positive effect on the tutors
and not just the tutees. Their research seemed to be true according to this particular class. The
students retained the information better because of the instruction they were receiving and giving
to their partner.
Peer tutoring can take many different forms and can be used for many diverse subjects
and activities. Peer tutoring may not be appropriate for all students, but it did work for the
majority of the students in this educational environment. In this particular study, peer tutoring
was a powerful tool to use on students who had developed some self-discipline or focus. Peer
tutoring did improve the majority of vocabulary assessments and attitudes in this study.
Significance/Impact on Student Learning
Vocabulary is an important skill for students to learn and connect with. However, many
low achieving or economically disadvantaged students encounter problems with low vocabulary
skills and proper home support. Struggling students can easily become frustrated with school
settings. Challenges like these can turn many students away from studying at home or wanting to
participate with other students. When students feel intimidated by others, they have a tendency to
withdraw or possess the “I don’t care” attitude. This research focused on how to help students
improve vocabulary comprehension skills and knowledge while enjoying learning. Evidence
EFFECTS OF PEER TUTORING
18
provided support during this 8-week study that peer tutoring did result in higher vocabulary
scores. This study also provided indications that peer tutoring can improve positive attitudes
while learning.
Factors that Influenced Implementation
Overall, the study was completed without any negative factors that influenced
implementation. All tests were given at the proper time. If a student was absent during a tutoring
session, the researcher placed his/her partner with another pair of students for that day. If peer
tutoring had been continued for a longer period of time than 4 weeks, the results may have been
different.
Implications and Limitations
The findings of this study were mostly positive; therefore, the researcher will continue
using peer tutoring intervention as an instructional method. Students who have been identified as
having a mild intellectual disability or behavior issues increased their vocabulary assessment
scores a majority of the time. Serving these exceptional children side-by-side with regular
education students may essentially raise academic, social behavior and expectations for all
students.
These data will be shared with co-workers in order to inform them of the positive results
found. All teachers could benefit or be interested in the results of this study. Peer tutoring is not
limited to certain subjects which might be an important factor for all teachers.
One limitation of the study could have been the short length (8 weeks) of research with
the intervention only lasting 4 weeks. The researcher is convinced that the successes of this study
could be repeated by allowing more time for peer tutoring in the classroom. With more time, test
scores could have possibly been higher.
EFFECTS OF PEER TUTORING
19
References
Criscitiello, E. & Tournaki, N. (2003). Using peer tutoring as a successful part of behavior
management. Teaching Exceptional Children, 36(2), 22-29. Retrieved June 20, 2008,
from HighBeam Research.
DuPaul, G. J., Ervin, R. A., Hook, C. L., & McGoey, K. E. (1998). Peer tutoring for children
with attention deficit hyperactivity disorder: Effects on classroom behavior and academic
performance. Journal of Applied Behavior Analysis, 31(4), 579-592. Retrieved June 18,
2008, from EBSCO database.
Fulk, B. M., & King, K. (2001). Classwide peer tutoring at work. Teaching Exceptional
Children, 4(5), 1-12. Retrieved June 15, 2008, from EBSCO database.
Kamp, D., Greenwood, C., Arreaga-Mayer, C., Veerkamp, M. B., Utley, C., Tapia, Y., et al.
(2008). The efficacy of classwide peer tutoring in middle schools. Education and
Treatment of Children, 31(2), 119-152. Retrieved May 31, 2008, from EBSCO database.
Kreuger, E., & Braun, B. (1999). Books and buddies: Peers tutoring peers. The Reading
Teacher, 52(4), 410-414. Retrieved May 23, 2008, from EBSCO database.
Maheady, L., Harper, G. F., Mallette, B., & Karnes, M. (2004). Preparing preservice
teachers to implement class wide peer tutoring. Teacher Education and Special
Education, 27(4), 52-62. Retrieved June 2, 2008, from ERIC database.
Miciano, R. Z. (2006). Piloting a peer literacy program: Implications for teachers
education. Asia Pacific Education Review, 7(1), 76-84. Retrieved June 3, 2008, from
EBSCO database.
Stenhoff, D., & Lignugarus/Kraft, B. (2007). A review of the effects of peer tutoring on
students with mild disabilities in secondary settings. Exceptional Children, 74(1),
EFFECTS OF PEER TUTORING
20
8-30. Retrieved June 18, 2008, from EBSCO database.
U.S. Department of Education. (2007, July). What works clearinghouse: Classwide peer tutoring.
Retrieved June 14, 2008, from WWC Intervention Report Online via GPO Access:
http://ies.ed.gov/ncee/wwc/pdf/WWC_Peer_Tutoring_070907.pdf
Van Zant, S., & Bailey, E. (2002). Unlocking peer potential for tutoring. Educational Digest,
67(5), 44-46.
Viadero, D. (2003) Studies show peer tutoring yields benefits for students. Education
Week, 22(42), 5-6.
Vogel, G., Fresko, B., & Wertheim, C. (2007). Peer tutoring for college students with
learning disabilities: Perceptions of tutors and tutees. Journal of Learning Disabilities,
40(6), 485-493. Retrieved June 4, 2008, from SAGE Journals Online database.
EFFECTS OF PEER TUTORING
21
Appendix A
Student-Partner Questionnaire
1. Name five students you could work well with in this classroom.
Student 1___________________________
Why could you work with this student?______________________________________
Student 2___________________________
Why could you work with this student?______________________________________
Student 3___________________________
Why could you work with this student?______________________________________
Student 4___________________________
Why could you work with this student?______________________________________
Student 5___________________________
Why could you work with this student?______________________________________
2. Name five students you could not work well with in this classroom.
Student 1___________________________
Why could you not work with this student?______________________________________
Student 2___________________________
Why could you not work with this student?______________________________________
Student 3___________________________
Why could you not work with this student?______________________________________
Student 4___________________________
Why could you not work with this student?______________________________________
Student 5___________________________
Why could you not work with this student?______________________________________
EFFECTS OF PEER TUTORING
22
Appendix B
Peer Tutoring Attitude Survey
The purpose of this survey is to find out how you feel about peer tutoring. In order to protect
your privacy, do not write your name on this survey.
Directions: Read the statement and circle A. Yes, B. No, or C. Sometimes. Be honest please.
1. I like learning vocabulary.
2. I like working by myself to study and complete work.
3. I like working with a partner to study and complete
A. Yes
B. No
C. Sometimes
A. Yes
B. No
C. Sometimes
A. Yes
B. No
C. Sometimes
A. Yes
B. No
C. Sometimes
A. Yes
B. No
C. Sometimes
work.
4. I learn more when working with a partner.
5. I feel more comfortable asking my partner for help
instead of my teacher.
EFFECTS OF PEER TUTORING
23
Appendix C
Field Notes Observation Log
Date of Observation: __________________
Student
Number
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Participation:
low/average/high
Attitude:
poor/average/good
Student Comments
Teacher
Comments