Effects of Training Peer Tutors in Content Knowledge versus Tutoring Skills on Giving Feedback to Help Tutees' Complex Tasks
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| Title: | Effects of Training Peer Tutors in Content Knowledge versus Tutoring Skills on Giving Feedback to Help Tutees' Complex Tasks |
|---|---|
| Language: | English |
| Authors: | Hsiao, Ya Ping, Brouns, Francis, van Bruggen, Jan, Sloep, Peter B. |
| Source: | Educational Studies. 2015 41(5):499-512. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Tutor Training, Peer Teaching, Pedagogical Content Knowledge, Skill Development, Feedback (Response), Difficulty Level, Task Analysis, Instructional Effectiveness, Secondary School Students, Likert Scales, Prior Learning, Multiple Choice Tests, Statistical Analysis, Research Methodology |
| Geographic Terms: | Netherlands |
| DOI: | 10.1080/03055698.2015.1062079 |
| ISSN: | 0305-5698 |
| Abstract: | This study aimed to investigate the effectiveness of training tutors in content knowledge of a particular domain versus training them in tutoring skills of pedagogical knowledge when tutoring on a complex tutee task. Forty-seven tutor--tutee pairs of fourth-year secondary school students were created and assigned to one of the two treatments. Twenty-two tutors received training in content knowledge and the other twenty-five tutors in tutoring skills. Tutors formulated written feedback immediately after the training. Tutees first interpreted the tutor feedback and then used it to revise their research questions. The results showed that tutors trained in tutoring skills formulated more effective feedback than tutors trained in content knowledge. In addition, tutees helped by tutoring-skills tutors found the feedback more motivating than those helped by content-knowledge tutors. However, no differences were found in tutee performance on revision. The findings are discussed in terms of the set-up of this study and implications for improving the effectiveness of peer tutoring. |
| Abstractor: | As Provided |
| Number of References: | 26 |
| Entry Date: | 2015 |
| Accession Number: | EJ1081214 |
| Database: | ERIC |
| Abstract: | This study aimed to investigate the effectiveness of training tutors in content knowledge of a particular domain versus training them in tutoring skills of pedagogical knowledge when tutoring on a complex tutee task. Forty-seven tutor--tutee pairs of fourth-year secondary school students were created and assigned to one of the two treatments. Twenty-two tutors received training in content knowledge and the other twenty-five tutors in tutoring skills. Tutors formulated written feedback immediately after the training. Tutees first interpreted the tutor feedback and then used it to revise their research questions. The results showed that tutors trained in tutoring skills formulated more effective feedback than tutors trained in content knowledge. In addition, tutees helped by tutoring-skills tutors found the feedback more motivating than those helped by content-knowledge tutors. However, no differences were found in tutee performance on revision. The findings are discussed in terms of the set-up of this study and implications for improving the effectiveness of peer tutoring. |
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| ISSN: | 0305-5698 |
| DOI: | 10.1080/03055698.2015.1062079 |
