The effect of cross-age tutoring on positive and negative tutor behavior during activity-based science lessons.

摘要

Three goals summarize the purpose of this study. First, this investigation examined whether cross-age tutoring could effect statistically significant change in tutor behavior. The second goal was to assess the merits of cross-age tutoring for the typical classroom teacher. The final aspect of this study attempted to refine behavioral data collection techniques so that data recorded could be subjected to appropriate statistical analysis.; Four high school science classes participated in the study. Two classes were assigned to the experimental condition while the remaining two classes served as the control group. Ten students from each class were randomly selected for observation. Instantaneous scan sampling techniques were used to record subject behavior at 10-minute intervals. Behaviors were recorded according to an ethogram designed specifically for the purpose of this study. Four positive and four negative behaviors were defined. Any behavior not described in the ethogram was recorded as "other".; Three units were developed for presentation over a six-week period. Each unit contained a laboratory experience that could be used as a cross-age tutoring activity or as a standard laboratory exercise. Observations were recorded at three times throughout each unit. The first observations were made three days prior to the cross-age tutoring experience. Observations were then collected during the cross-age tutoring session and once again three days following the activity. Attendance records were also consulted as a means of evaluating behavior patterns.; Statistical analysis resulted in non-significant findings related to the difference in frequency of positive and negative behaviors for control and experimental groups. A statistically significant difference was noted between control and experimental groups when attendance patterns were considered. A marked difference in attendance patterns between subjects in the experimental and control group indicated that students who served as tutors were in class more often than students who did not have the opportunity to participate in cross-age tutoring activities.