Cross-Age Peer Tutoring Between Kindergarten and Year Six Students in a New South Wales Christian School: A Case Study

Abstract

Cross-age peer tutoring involves the partnering of students from different age levels in a tutor-tutee relationship. A review of literature relating to cross-age peer tutoring revealed potential benefits for participants. This case study gathered data from a Christian school in a semi-rural district which ran a cross-age peer tutoring program (the „Buddy Program.). A mixed-method approach was adopted to gather data by way of observations, questionnaires, interviews and a focus group. The data revealed that in this particular case a great majority of students enjoyed the program with student tutors perceiving their role as that of a „helper. or „teacher.. Evidence suggests that the program contributed to enhanced confidence, self-esteem and self-efficacy among participants. It was perceived by teachers, parents and participants that students benefited academically, socially and personally from the program. The research also shows the program to have contributed towards enhanced metacognitive understanding among student tutors. Finally, the study suggests that a cross-age peer teaching program will be more beneficial if teachers carefully plan and prepare for it.