Peer tutors evaluated the group's functioning more extensively than staff tutors, and this behavior declined over curriculum years for both¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 1995 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Peer tutors evaluated the group's functioning more extensively than staff tutors; for this behavior the rating declined over the years for both tutor types, with no interaction effect. → Schmidt 1995

Evidence¶

Schmidt 1995¶

Schmidt, H., van der Arend, A., Kokx, I. & Boon, L. (1995). Peer versus staff tutoring in problem-based learning. Instructional Science 22: 279-285. https://doi.org/10.1007/bf00891781

q3 · i? · causal · r2

In the student-rating ANOVA of the field experiment, evaluating the group's functioning showed the reverse pattern from other behaviors: peer tutors rated higher, F(1,744) = 38.68, p < 0.001, with a year decline for both tutor types and no interaction.

"Peer tutors evaluated more extensively than staff tutors: F(1,744) --- 38.68, MSe = 0.56, p < 0.001. However, in the course of the years, this behavior becomes less prominent: F(3,744) -- 4.97, p < 0.01, both for peer and staff tutors, since no interaction effect was found."

Discussion¶

Related Claims¶

• No differences between student and staff tutors in focus on cooperation among group members — related
• Staff tutors rated higher on using subject-matter knowledge and relevance, but peer tutors rated higher on these behaviors in year one — related