An Investigation into the Placement of Fifth Grade Students with Third Grade Students in a Peer-tutoring Environment

Abstract

This study was designed to see if positive self-concept benefits could be gained in a peer tutoring setting by either or both the tutor and the tutee. The subjects consisted of 14, third and fifth grade students from a rural elementary school in Western New York. The students were given pre and post tests of the Piers-Harris Children's Self-Concept Scale to assess their overall self-concept. Students meet for ten weeks in their tutor/tutee pairs. Data were also collected from journal entries and interviews. The experimental study was analyzed using quantitative methods. Results from the t test indicated that there were no statistically significant mean score differences between pre and posttests of the self-concept scale. However, observations made through journal entries and interviews showed some gains in self-concept.