Sixth graders acting as peer tutors tended to take over problems and provide inaccurate feedback rather than help their tutee¶

Claim · All claims
Evidence · 1 study · design r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In naturalistic peer tutoring and a clue-giving game, sixth-grade tutors had a tendency to take over the problem, provide inaccurate feedback, and fail to recognize alternative valid solution paths. → Lenat 2014

Evidence¶

Lenat 2014¶

Lenat, D. B., & Durlach, P. J. (2014). Reinforcing Math Knowledge by Immersing Students in a Simulated Learning-By-Teaching Experience. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-014-0016-x

q2 · i? · design · r1

Observational sessions with sixth graders in Austin: naturalistic peer tutoring and a paper-and-pencil game (Clued In) with a solver and clue-giver. The authors report tutors "had a tendency to just take over the problem" and often provided inaccurate feedback.

"Both situations suggested that sixth grade math students were not very good math tutors, even if they themselves were good at math. Rather than help the tutee, peer tutors had a tendency to just take over the problem and do it themselves."

Discussion¶

Related Claims¶

• Peer Tutoring Improves Achievement — reports the opposite
• Variable reciprocity assigns tutor roles for problems a student solved and tutee roles for problems not solved (as proposed by Evans and Moore) — related
• Human tutoring has a medium effect over no tutoring, and in one small study students learned as well when tutors only prompted them as when tutors also explained and gave feedback — related
• Structured Peer Tutoring Outperforms Unstructured — related