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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
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  Data: Effects of Training Peer Tutors in Content Knowledge versus Tutoring Skills on Giving Feedback to Help Tutees' Complex Tasks
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  Data: <searchLink fieldCode="AR" term="%22Hsiao%2C+Ya+Ping%22">Hsiao, Ya Ping</searchLink><br /><searchLink fieldCode="AR" term="%22Brouns%2C+Francis%22">Brouns, Francis</searchLink><br /><searchLink fieldCode="AR" term="%22van+Bruggen%2C+Jan%22">van Bruggen, Jan</searchLink><br /><searchLink fieldCode="AR" term="%22Sloep%2C+Peter+B%2E%22">Sloep, Peter B.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Studies%22"><i>Educational Studies</i></searchLink>. 2015 41(5):499-512.
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  Data: 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
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  Data: Y
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  Data: 14
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  Data: 2015
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Tutor+Training%22">Tutor Training</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Likert+Scales%22">Likert Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Choice+Tests%22">Multiple Choice Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Methodology%22">Research Methodology</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
– Name: DOI
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  Data: 10.1080/03055698.2015.1062079
– Name: ISSN
  Label: ISSN
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  Data: 0305-5698
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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– Name: DateEntry
  Label: Entry Date
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  Data: 2015
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1081214
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Tutor Training
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      – SubjectFull: Peer Teaching
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      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: Skill Development
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Difficulty Level
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      – SubjectFull: Task Analysis
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Likert Scales
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      – SubjectFull: Prior Learning
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      – SubjectFull: Multiple Choice Tests
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      – SubjectFull: Statistical Analysis
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      – SubjectFull: Netherlands
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      – TitleFull: Effects of Training Peer Tutors in Content Knowledge versus Tutoring Skills on Giving Feedback to Help Tutees' Complex Tasks
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