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

Mirjan ZENELİ; Peter TYMMS; David BOLDEN

doi:https://doi.org/10.17220/ijpes.2016.02.001

Article Details

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

Authors:

Mirjan ZENELİ | Peter TYMMS | David BOLDEN

Publisher:

Mustafa ÖZGENEL

Journal:

International Journal of Psychology and Educational Studies 2016 Vol.3 Issue 2, pp.1-13

Document Type:

Article

Publication Date:

4/2016

Document Language:

English

Document ID (Org No.):

2000470038

Frequency:

Monthly

pISSN:

2148-9378

DOI:

https://doi.org/10.17220/ijpes.2016.02.001

Abstract:

 

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.

Article Details

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

Authors: Mirjan ZENELİ | Peter TYMMS | David BOLDEN

Publisher: Mustafa ÖZGENEL

Journal: International Journal of Psychology and Educational Studies 2016 Vol.3 Issue 2, pp.1-13

Document Type: Article

Publication Date: 4/2016

Document Language: English

Document ID (Org No.): 2000470038

Frequency: Monthly

pISSN: 2148-9378

DOI: https://doi.org/10.17220/ijpes.2016.02.001

Issues

Authors:

Mirjan ZENELİ | Peter TYMMS | David BOLDEN

Publisher:

Mustafa ÖZGENEL

Journal:

International Journal of Psychology and Educational Studies 2016 Vol.3 Issue 2, pp.1-13

Document Type:

Article

Publication Date:

4/2016

Document Language:

English

Document ID (Org No.):

2000470038

Frequency:

Monthly

pISSN:

2148-9378

DOI:

https://doi.org/10.17220/ijpes.2016.02.001