This purpose of this study was to examine the impact of implementing a peer tutoring program consisting of low socioeconomic 4th and 5th grade students acting as tutors to 1st grade students. Similar to Special Education students, low socioeconomic students that experience difficulties in school may require an individualized approach that helps teachers and other staff members effectively work with them in order to help maximize success. One instructional strategy whose effectiveness in enhancing performance and efficacy that is supported by an abundance of research is peer tutoring. Peer tutoring is well-researched as is the topic of meeting the needs of low income students, however, little research has been done looking at peer tutoring with low socioeconomic students serving as tutors to younger student tutees. Using peer tutoring with low socioeconomic students offers a unique way of enhancing learning and engagement for these students, something that is often times overlooked, especially in districts with low percentages of low socioeconomic students such as in the Trinity School District where this study took place. The study consisted of quantitative data through pre and post student surveys, academic assessments and attendance as well as qualitative data through interviews with student tutor participants and teacher participants. The data was analyzed to evaluate the effectiveness of the program.
|Advisor:||Yu, Tianlong, Puchner, Laurel|
|Commitee:||Foutch, Dustin, Puchner, Laurel, Yu, Tianlong|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Keywords:||Cross-age peer tutoring, Low socioeconomic students, Peer tutoring|
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