Date of Award

11-2010

Embargo Period

12-14-2017

Degree Type

Thesis

Degree Name

Bachelor of Education (Primary) (Honours) BEd (Primary) (Hons)

Faculty

Education

School

Education

First Advisor

Dr Cedric Greive

ANZSRC / FoR Code

130105 Primary Education (excl. Maori)

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.

Comments

Used by permission: the author.

A print copy of this thesis is held in the Avondale College Library (SC Theses 371.394 H55).

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