Teachers reported that cross-age peer tutoring improved peer relationships and social interaction between year groups¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers reported improved peer relationships and social interactions between year groups among intervention students. → Cockerill et al. 2018

Evidence¶

Cockerill et al. 2018¶

Maria Cockerill, Nicole Craig, Allen Thurston. (2018). TEACHER PERCEPTIONS OF THE IMPACT OF PEER LEARNING IN THEIR CLASSROOMS: USING SOCIAL INTERDEPENDENCE THEORY AS A MODEL FOR DATA ANALYSIS AND PRESENTATION. International Journal of Education and Practice, 6(1): 14-27. https://doi.org/10.18488/journal.61.2018.61.14.27

q2 · i? · qualitative · r3

Qualitative thematic analysis of online survey and post-programme case study data from intervention teachers, coded using grounded theory. Teachers reported relationships between Year 7 and Year 9 students strengthened considerably and that students formed purposeful relationships between year groups.

"Findings from the online survey (OS) and case study (CS) data of teacher‟s pre-conceptions and experiences of peer tutoring during the programme suggest that intervention students‟ had improved peer relationships and social interactions between year groups."

Discussion¶

Learner Variables¶

• Social Awareness and Relationship Skills — outcome: instruction changes it

Related Claims¶

• Teachers in a 16-week cross-age peer tutoring RCT reported high implementation fidelity and support, with 94% reporting pairs worked well together — related
• Peer Tutoring Improves Achievement — related
• Structured Peer Tutoring Outperforms Unstructured — related
• Students perceive peer interaction—companionship, support as a social buffer, and cooperation toward shared goals—as a key element of fun in learning — related
• Peer-assisted learning interventions improve achievement for elementary students — related